U.S. News & World Reports profiles a typical online student, showing how she manages her time as a parent, a store clerk, and an undergrad.
EdSurge discusses a Bill of Rights and Principles, newly developed by a group of people passionate about learning, serving today’s students, and using every available tool to respond better to the needs of students in a global, interactive, digitally connected world....
GETideas.org hosted this GooglePlus hangout on the future of digital content. The online discussion featured a panel of education experts, including Nicole Allen, affordable-textbooks advocate, Student PIRGS; Una Daly, communication college outreach director, OpenCourseWare Consortium; and Cable Green, director of global...
In Explaining Inequalities in School Achievement, author Roy Nash argues that a realist framework for the sociological explanation of educational group differences can, and must be, constructed. A move to such an explanatory framework will allow society to take into account the...
In Education 3.0: Seven Steps to Better Schools, renowned educator and technology expert Jim Lengel provides a refreshing and hopeful picture of what schools should look like, including a groundbreaking seven-step process for envisioning and building them that draws on the...
June 25, 2010
While the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best.
June 24, 2010
This report from the Georgetown University Center on Education and the Workforce details the types of employment expected to available in the U.S., as well as how prepared Americans will be to fill these jobs.
Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student LearningJune 22, 2010
This paper from the U.S. National Bureau of Economic Research presents the first experimental evidence on the effects of live versus Internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an Internet setting, where all other factors (e.g., instruction, supplemental materials) were the same. Counter to the conclusions drawn by a recent U.S.