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.
Faculty representatives at AAUP conference suggest improved communication and proactive approaches as ways to increase the standing of professors' governance bodies.
MOOCs are changing the relationships that are at the center of higher education, and those changes could end up affecting all colleges, writes Alison Byerly.
New survey of faculty members finds decreased time on teaching, gender differences in classroom approaches, and more stress in the public than private sector. Plus new data on part-timers.
With purchase of EmbanetCompass, company seeks to expand its existing services helping colleges take their academic programs into cyberspace.
It's time for traditional disciplines to replace term papers with skills that will help graduates throughout their careers, writes Michael Staton.
Smarterer's assessments aren't a threat to higher ed, for now, but offer job-seekers a way to go beyond the academy to show employers what they know.
Stanford professor goes public on attacks she has received over her work on mathematics education, and raises the question of the difference between "responsible disagreement and academic bullying."
In speech to members of online learning group, Sebastian Thrun -- of celebrated massive Stanford online course -- acknowledges extent to which new efforts build on their work.
Dysfunctional national discourse prompts Paul Gary Wyckoff to think about what he really wants students to learn.
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