Schaffhauser, Dian. “Research: 6 in 10 Millennials Have ‘Low’ Technology Skills.” Campus Technology, June 11, 2015.
Digital natives aren’t as tech-savvy as they may think they are — at least, not according to their employers. American millennials (those between the ages of 16 and 34) may be the first generation that grew up with computers and Internet access, but all that time spent glued to a small screen hasn’t translated to technology competence.
A gap is emerging between what skills employers are looking for–including basic skills such as finding and analyzing information, communicating with others, and performing practical tasks (such as sorting, searching for and e-mailing data form a spreadsheet)–and what skills so-called “digital natives” have when they enter the workplace. There are concerns that this could limit the earning power of the millennial generation. The full report is also available.
David Raths, “Where Flipped Learning Research Is Going,” Campus Technology, April 15, 2015.
While most agree that the flipped classroom model benefits learning, researchers are delving into the details and exploring the many facets of a flip.
Raths examines a number of research efforts to analyze the effect of active learning within flipped class models on student outcomes. Efforts include side by side comparison of ‘traditional’ and ‘flipped’ courses in the same subject, as well as close analysis of active learning elements to measure the effectiveness of individual components.
Mathewson, Tara. “Online Education Partnerships Increasingly Popular Among Employers.” EducationDIVE, June 3, 2015.
This article is an overview of recent corporate efforts to provide online education options as part of a benefits package for employees. Key examples include Starbucks, Fiat Chrysler, and health insurance company Anthem. Links to other resources are included in this article.
Dooley, Elizabeth. “Access to Learning: Opportunities for Adult Learners to Excel Beyond the Baccalaureate.” The Evolllution, May 2015.
This article presents an overview of West Virginia University’s Regents Bachelor of Arts, a flexible degree completion program for adult learners that has embraced competency-based education and industry partnerships. WVU is now connecting those learners with further education options, creating articulation agreements with various graduate degree programs to provide a transfer pathway for motivated adult learners.
One of the compelling results of the RBA program is having adult learners fully understand the value of their life and work experience and how those experiences form the basis for a robust educational experience. The RBA has provided many of our students with the confidence and the credentials needed to compete for jobs that require a postsecondary credential.
Given the flexibility afforded by digital technology, we have a significant opportunity to modify the way we present material to students, such that presentation is strategically designed to increase the efficiency of learning.
This brief article considers the role of MOOCs as “a way to enhance the educational experience itself ” by incorporation into traditional class offerings. The use of MOOC materials, innovative video lectures, and other digital tools to present information allows in-class activity to focus on the promotion of active learning by engaged students.
Quillian, Ian. “Discover Emerging Trends in Online Education.” U.S. News & World Report, May 4, 2015.
The definition of online higher education is becoming increasingly broad as new models incorporate more real-time instruction, turn course work into competition or rethink how student learning is assessed, experts say.
This USN&WR article summarizes three emerging trends in online education: synchronous instruction, gamification, and project-based learning. Key examples of each of these activities at U.S. universities are discussed. In summarizing this article, the EAB also suggested reading its own 2012 research brief, “Developing Centers for Innovative and Online Teaching and Learning.”