"It's like sharpening a knife": Instructors' Time in Blended Learning Courses

Luis Francisco Vargas-Madriz; Norma Nocente

EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1929–1934

The University of Alberta has targeted funding to encourage the implementation of digital learning activities across campus. Since early Spring 2014, many undergraduate courses have received funding for developing blended learning courses. The...

Topics: Blended Learning, Teacher education and technology integration

From “it wasn’t that helpful” to “it was really good”: Proportion of Online to Face-to-Face Components and Student Experiences with Blended Learning

Luis Francisco Vargas-Madriz; Norma Nocente

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 989–994

The University of Alberta started allocating funding in early Spring 2014 to support the implementation of foundational undergraduate blended learning courses across campus. Although this approach is associated with several benefits, its design and...

Topics: (2017) Research, (2017) Implementation Examples & Issues, (2017) Instructional Design, Blended Learning

Preparing New Faculty to Teach in a Changing Higher Education Environment: An Exploratory Convergent Mixed Methods Research

Luis Francisco Vargas-Madriz; Norma Nocente

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 875–880

The University of Alberta’s Centre for Teaching and Learning offers a yearly New Professor Orientation that aims to inform about teaching and the supports available for those with teaching responsibilities. This orientation is vital because although ...

Topics: faculty development, Research & Evaluation

A Classroom at Home: Children and the Lived World of MOOCs

Yin Yin; Catherine Adams; Erika Goble; Luis Francisco Vargas Madriz

Educational Media International Vol. 52, No. 2 (2015) pp. 88–99

This research asks "What is it like for a K-12 school-age child to learn in a massive open online course (MOOC)?" Evidence suggested that a significant number of children are participating in MOOCs either independently or alongside their...

A Phenomenology of Learning Large: The Tutorial Sphere of xMOOC Video Lectures

Catherine Adams; Yin Yin; Luis Francisco Vargas Madriz; C Scott Mullen

Distance Education Vol. 35, No. 2 (2014) pp. 202–216

The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large...