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Online learning is reaching a more mature stage in development and evaluation in which comparative research is being replaced by research explaining learning effectiveness and theory development. Papers submitted to this track should reflect this with a focus on theory and/or research-based approaches to the design and delivery of online or blended learning. Papers submitted to this track might consider, for example: applications of learning theory to the design of online learning environments; quantitative and qualitative research on the effects of particular aspects of course design on student learning; the changing nature of learning online; innovative design of online courses to support collaboration and community; ways of assessing student learning in online courses; creating affective outcomes toward development of the whole person; diversity perspective and cross-cultural issues; and faculty approaches to promoting learning online. Student Services and Learner Support
Papers submitted to this track might consider, for example: library services for students learning at a distance; emerging technologies used in recruitment and retention initiatives, the development of community in online programs; orientation to online programs, advisement and counseling for online learners; services for diverse students; perspectives on the global environment; and how student services can promote student success. Technology and Emerging Learning Environments Online learning is evolving to include multiple blended approaches, new media for online learning, and new kinds of learning environments. The existence of new learning environments have a multitude of consequences - curricular, administrative, and pedagogic -- as well as impacts on cognition -- both individual and cultural "habits of mind". Additionally, changes in learning environments have individual and cultural consequences for what it means to be literate. This track invites papers that investigate each of these areas. Papers submitted to this track might consider: the design, development, and assessment of innovative environments for learning (e.g. the role and impact of gaming, mobile learning, simulations, e-portfolios, etc); the use and impact of new kinds of computer-mediated communications; designs for and the impact of incorporating multimedia in online courses; real-world, case-based learning designs and their outcomes; the changing nature of literacy in the age of “YouTube” and other visual media; effective blended learning strategies; environments to promote diversity of students, content, and learning approaches; and other quantitative and qualitative research on such new learning environments. Faculty Development & Support Papers submitted to this track should address issues of both faculty training and faculty support in the context of faculty satisfaction or instructional effectiveness. Papers submitted to this track might consider, for example: innovative faculty development programs; quantitative and qualitative research on faculty satisfaction with online and/or blended teaching; studies of the relationship between faculty development and faculty and student satisfaction; studies of the relationship between faculty effectiveness and student retention and achievement; administering faculty development efforts in online and blended environments; and unique approaches to faculty support. Track Chairs: Susan Ko (UMUC) - SKo@umuc.edu, Richard Schumaker (UMUC) - RSchumaker@umuc.edu
An important and increasing segment of online learning involves corporate training, workforce initiatives and professional certification programs. Often the pedagogical approaches applied in such initiatives are quite different from those typically found in standard academic offerings. Moreover, institutional issues affecting workforce training and professional development are clearly different than those in an academic setting. This track is designed to explore such differences and the pedagogical models and institutional strategies that inform them. Papers submitted to this track might include, for example: research on training strategies, instructional design issues in workforce training, reports on innovative corporate training models, online approaches to workforce development, blended approaches to workforce training and professional development, or creative partnerships between academic institutions and corporations, unions, and government agencies. Track Chairs: David Sachs (Pace) - dsachs@pace.edu, Robert Zotti (Stevens) - Robert.Zotti@stevens.edu Leadership, Values, and Society Online learning is one way that higher education institutions are responding to social change and the changing expectations society has for higher education. Online learning is transforming all aspects of higher education including teaching, student services, finance, and administration, impacting and challenging the underling values of the academy. Institutions and institutional leaders are designing new structures to deal with the opportunities and challenges online learning affords. Proposals submitted to this track should directly address the relationships that online learning, values, and society share and the role of leadership at the institutional level. Papers in this track might consider societal factors such as: changing technologies; diversity and student and faculty demographics; economic, social, and civic capacity development; engagement and partnership, globalization and internationalization of education; open education including open source educational software and open educational resources; access to education; and outcomes based education. Proposals may focus on leadership in terms of governance, policy, or programs, and should be supported by examples of practice.
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Student services are critical to the support of learning at any institution of higher education. When programs move online, student services need to be reconceived in ways that are not always obvious. Papers submitted to this track should focus on issues surrounding the provision of student services to online and/or blended learners. 