Teaching and Learning
Oct. 29, 2014 -- Inside Higher Ed's 2014 Survey of Faculty Attitudes on Technology examined the views of faculty members and academic technology administrators on online education and a range of other technology-related issues.
The survey was conducted in conjunction with researchers from Gallup.
On Nov. 18, Inside Higher Ed's Scott Jaschik and Carl Straumsheim conducted a free webinar analyzing the survey's findings and answering readers' questions. To view the webinar, please click here.
The survey was made possible in part by financial support from Blackboard, Pearson and Sonic Foundry.
"The Evolution of Distance Learning" is Inside Higher Ed's latest compilation of articles.
The print-on-demand booklet features articles about a range of institutions and approaches.
This compilation is free and you may download a copy here.
And you may sign up here for a free webinar on Tuesday, Oct. 13, at 2 p.m. Eastern about the themes of the booklet.
To promote real growth by students, colleges need to stop helping them avoid everything that dismays or offends, writes Judith Shapiro.
Elite research universities, which have been leaders in exporting modular courses and resources to other colleges, are considering using them at their own campuses.
It's time for professors to move beyond complaining about how students are distracted by social media, writes Michelle Miller. Faculty members need to teach about why attention matters.
As international student enrollments have skyrocketed, U.S. universities are just starting to sort out the implications for the classroom. Do professors need to adjust grading expectations for written assignments?
Current efforts devalue learning and the responsibility of students for their own success, writes Christopher B. Nelson.
To combat the skepticism found in Inside Higher Ed's faculty survey on technology, colleges must give professors more control over how online courses are developed and delivered, Marie Norman argues.
This year's winners hail from Pennsylvania State University Berks, University of North Carolina at Wilmington, Stanford University and Monroe Community College.
Survey of undergraduate instructors suggests increased attention on student-centered teaching and ongoing concerns about diversity and adjunct working conditions.
Much of the analysis in the humanities in recent decades has been embarrassing and has hurt serious scholarship, writes Mark Bauerlein.
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