“Cengage Learning, a leading educational content, software and services company for the academic, professional and library markets, today announced a strategic agreement with Ivy Tech Corporate College to expand educational opportunities available online. Under the terms of the agreement, Cengage Learning will provide Ivy Tech with technology, program and marketing support in order to accelerate online non-credit enrollments, and provide opportunities for students to access a broad range of online courses through its online learning division, ed2go.” (via Cengage Learning)
“As colleges and universities across the country move to start or expand online education, professors at Oregon State University worry their university isn’t doing enough to control quality at its longstanding and fast-growing online program. Administrators and faculty themselves do not have a firm understanding of how well online students are doing and may rely too heavily on adjuncts and graduate students to provide online instruction, according to some faculty representatives.” (via Inside Higher Ed)
AP – “The students in Michael Dubson’s physics class at the University of Colorado fell silent as a multiple choice question flashed on a screen, sending them scrambling for small white devices on their desks. Within seconds, a monitor on Dubson’s desk told him that 92 percent of the class had correctly answered the question on kinetic energy, a sign that they grasped the concept.
This is somewhat interesting:
The purpose of this study was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study was based on a national survey of American school district chief administrators during the 2005-2006 academic year. It is one of the first studies to collect data on and compare fully online and blended learning part online and part traditional face-to-face instruction in K-12 schools. The distinction between fully online and blended learning is a most important refinement of previous studies on this topic. This study also notes that a number of states including Florida and Michigan have established very progressive school reform policies with regard to K-12 online learning.