This case study of Indiana University's e-text initiative reports on students' actual use of and engagement with digital textbooks. Research found that higher engagement with e-texts (reading and highlighting) correlated with higher course grades.
A four-year university-wide study of students' e-textbook practices found that e-textbook use has increased, particularly among younger students. Instructor practices have improved, but there is still room for growth, suggesting implications for focused professional development.
Despite the advantages of using mobile devices for online collaborative learning, users face a possible loss of functionality. A test of mobile platforms for Cyber Peer-Led Team Learning (cPLTL) found three viable choices.
Understanding how change affects people and working with key factors such as motivation and trust can help leaders manage inevitable change in a way that empowers and improves IT organizations and the people who work within them.
Digital badges are an increasingly popular tool for showcasing a person's knowledge and experience. Making such badges part of students' experience with clubs while in college could help them highlight professional competencies when entering the job market.
Small, undergraduate liberal arts colleges like Colgate University can take advantage of technologies used in MOOCs (traditionally offered by larger research universities) to create limited, private online courses designed to engage students and alumni with each other and with interactive online activities.
Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education. Following its early support for MOOCs, Stanford built soft infrastructure to incubate good ideas and allow courses to evolve over time.
A two-year university-wide study of students' e-textbook practices found that e-textbook use has increased and become broader demographically.
Two university-wide surveys about students' mobile technology ownership and learning practices show that mobile device ownership is high and continues to increase among students.
Learner-centered approaches to higher education require that instructors have insight into their students' characteristics, but instructors often prepare their courses long before they have an opportunity to meet the students.
