The Transition to Diverse Online Teaching and Student Learning in Higher Education

Autor/in	Miller, Melissa L.
Titel	The Transition to Diverse Online Teaching and Student Learning in Higher Education
Quelle	(2015), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Web Based Instruction; Higher Education; College Students; Electronic Learning; Research Skills; Search Engines; Student Research; Skill Development; Online Searching; Teaching Methods; Curriculum Design; Student Centered Learning; Educational Technology; Technology Uses in Education; Blended Learning; Colorado; Georgia; Michigan; New York + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Web Based Training; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Forschungsleistung; Suchmaschine; Studentenforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Online-Recherche; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper addresses the concern of educating diverse university students in an increasingly digital environment. Specifically, educators question the quality of student online research skills and how to address gaps in research skills in both the virtual and physical classroom. A 2012 survey conducted by the Pew Research Center in collaboration with College Board and the National Writing Project found of the 2,492 teachers surveyed, 94% stated their students were very likely to use Google search engine as their first source when conducting research for an assignment, rather than traditional sources such as university subscribed databases. The vast majority of teachers surveyed stated the top priority in the classroom is teaching students how to assess the information they find online, how search engines work and how to develop strategic research skills. These findings highlight the discrepancy between how students currently access information and how professors teach students to access information (Purcell, et al., 2012). This problem is important to address because as Ferrario, Hyde, Martinez, and Sundt (2013) found in their independent study, professors must adapt their teaching pedagogy to the new digital age to ensure future student success. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01