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Research and Articles We've Shared on Yammer

This article compiles links to valuable articles, research, or other content regarding online learning that has been shared via email, Yammer, or other methods. Comment below if you'd like to contribute to this collection!

Research Libraries

  • Online Learning Efficacy Research Library (Oregon State University): "We’re not here to convince faculty that online teaching and learning is always effective...this database is meant to give them an opportunity to dig in and read the studies themselves and make their own assessments of the outcomes of those studies.”
    Shared by Joel Galbraith
  • No Significant Difference:  "This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery..."
    Shared by Ben Fryar

External Articles: Online Pedagogy and Course Design

  • Binge Learning: What Online Education can Learn from Netflix (ELearningInside News): A fun article about how content is consumed in different ways, and how learning content can be designed to encourage certain consumption habits.
    "What remains clear is that...whether it’s an e-learning initiative or a video streaming service—it’s imperative to allow for the practice of binging."
    Shared by Jerrod Guddat 

External Articles: Online Programs and Culture

  • How Online Can Save Small, Private Colleges from Going Under (EdSurge.com): A passage in this article "How Going Online Can Save Small Private Colleges," stood out to me as it addresses an *identity* problem I think many folks struggle with at BYU-Idaho (both campus and online):
    "The challenge for many small colleges is that they see online courses as at odds with their very identity. After all, these institutions embrace intimacy as central to their mission, with close, mentoring relationships between faculty and students, and deep, comradely connections among students—essential ingredients of highly engaged learning. For many, online fails to meet these crucial education ambitions. Instead, they reject virtual instruction as alienated learning, with isolated faculty and students coldly facing inert computer screens—not one another."
    Shared by Joel Galbraith
  • "Why Blended Learning, Why now?" (Tomorrow's Professor: Stanford Center of Teaching and Learning): I found this short article interesting. It is about blended learning, but the part that was intriguing is the summary statement about methods of measuring the effectiveness of a class, and also where the gaps are. Given our perpetual question about how to measure outcomes, I found this to be a helpful benchmark.
    Shared by Alan Young

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