From screencasting to interactive presentations, here are some resources to get a flipped class off the ground.
Michael Lafreniere, associate professor of environmental engineering technology and mathematics at Ohio University-Chillicothe has been using an online instructional system in his developmental math classes, and he has made those classes more efficient and effective through online assessment, responsive teaching and collaborative learning.
Flipping the classroom isn't easy, but many instructors have found it to be well worth the effort. Here's some advice for making flipped learning work.
How can higher education institutions reduce their exposure to cyber risks? Speaking with CT from the Internet2 Global Summit in Washington, DC, Brad Wheeler, VP for IT and CIO at Indiana University and Paul Howell, Internet2's Chief Cyber Infrastructure Security Officer, examine IU's cyber risk mitigation policy.
In a recent webinar, Gartner research director Chris Silva discussed key strategies to take mobile into the future, including flexibility, general-purpose mobility and unified endpoint management.
Preparing the next generation of IT executives may involve mentoring, on-the-job training, cross-rotation programs and the creation of deputy CIO positions.
Can an institution's new online offerings match the quality it has established over the years in its onsite programs? At CMU's Tepper School of Business, the Online Hybrid MBA is designed to be equivalent to its on-campus MBA programs.
Data growth is forcing IT departments to adopt new forms of operation and reset their expectations of work.
The California Community College Online Education Initiative (OEI), the state-sponsored project that aims to dramatically increase the number of students who earn associate degrees and transfer to four-year colleges, has come a long way since it was announced in the fall of 2013, according to the OEI's executive director, Patricia James.
The length of time an average university student could concentrate on a task without becoming distracted back in 1973, according to a survey published at the time, was between 10 and 20 minutes. A 2006 survey by Diana Oblinger, current president of Educause, determined that the average student attention span had shrunk to around seven minutes.