What Does Recent Pedagogical Research Tell Us About eLearning Good Practice?
Christina Petersen
University of Minnesota - Twin Cities
Abstract
Many instructors indicate that they want their elearning teaching approaches to be evidence-based. Indeed, there are rich and varied sources of research being conducted on elearning good practices available in scholarly journals and government reports. However, few of us have time to keep up with these publications. In this session I will do some of that work for you. I’ll summarize findings from recent government and university reports which review over 1,000 online learning studies. I will also summarize the findings from newly published articles from pedagogical journals with important information about good practices in online education. These practices address evidence-based methods for promoting student engagement in online courses, good practices for video production, and other topics related to online teaching. We will discuss the importance of all of these findings for your teaching.
Author Biography
Christina Petersen, University of Minnesota - Twin Cities
Christina Petersen is an Education Program Specialist in the Center for Educational Innovation at the University of Minnesota where she partners with faculty and departments to help create and redesign courses and curriculum to promote maximal student learning. At the CEI she facilitates a monthly Pedagogical Innovations Journal Club open to the entire University. She has a PhD in Pharmacology from Vanderbilt University and her teaching experience includes undergraduate courses in Pharmacology, and graduate courses in Higher Education pedagogy. Her teaching interests include integrating active learning into science courses, teaching in active learning classrooms, and evidence-based teaching practice. She is co-author of a soon-to-be-released book from Stylus, A Guide to Teaching in Active Learning Classrooms.
