Research Reports

Through a focus on publishing as pedagogy, the University of Michigan Library explores ways of connecting scholarly communication and the instruction strands of library activity. Three case studies describe nascent initiatives.

This paper briefly outlines some of the macro level claims, counter-claims, and unresolved debates surrounding the rapid growth of Massive Open Online Courses (MOOCs) in Higher Education. It then reports insights, experiences, and perceptions of those charged with developing a strategic institutional response to the challenges and opportunities presented by the MOOC movement framed within a wider European context.

This study explored whether and to what extent an open learning approach can be initiated by support of videos and incentives. The study took place in a real-world setting during a conventional mathematics class in an Austrian secondary school with N = 85 children of average age of 10.6 years. For the investigation a traditional face-to-face maths-teaching environment was completely replaced by an open learning environment

As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. It examines how 18 cyberschool leaders in the United States obtained their position and explores the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader.

Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement. However,most of the research to date on educational computer games, focused only on learner with typical development. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting.

The broad goals of this article are three-fold: Establish a baseline understanding of the epidemiology of online K-12 students, to determine the prevalence in K-12 online schooling of children from certain racial/ethnic backgrounds, those with socioeconomic disadvantages, and children with special health care needs, and to determine how these children perform in online classes compared to their prior experiences in traditional, face-to-face programs.

The Southampton University/British Council “Understanding Language: Learning and Teaching” Massive Open Online Course (MOOC) attracted a large number of enrolments, including many language teachers. The platform and course is designed to promote social learning at scale. This article reports on the implementation and preliminary analysis of a principled approach to mentoring, which aims to connect participants and foster communities of practice among language teachers.

The appearance of Massive Open Online Courses (MOOCs) has provided the turning point in language education. But what is the impact of this new educational reality on teaching and learning a foreign language and how could language teachers provide an efficient support to language learners combining collaborative and personalized learning? This paper tries to answer these questions and also present the different MOOC pedagogical models that are generally used, the current situation of language MOOCs as well as their general teaching and learning philosophy.

This systematic review explores the extend of Bring Your Own Device (BYOD) implementation in Victorian secondary schools and identifies the type of information provided to parents and the school community on their websites. The results suggest that 64% of Victorian schools have a BYOD program but that less than 50% provide adequate information. The implications of these results are discussed in light of concerns for the safe and equitable implementation of BYOD in educational settings.

To effectively address early childhood screen time concerns raised by parents and policy makers it is important to examine the current home digital environments of young children. The present study draws upon research which examined the home digital environment of Australian parents and their children (aged 2 to 4).