Spring 2013

COIL is proud to have supported the MOOCs in STEM Education: The Intentions and Motivations of Developing Country Students project through our Research Initiation Grant Program.

Abstract:

MOOCs present a potential opportunity for STEM workforce development, both within the U.S. and abroad. For developing country students, whose educational systems struggle with constantly changing technology, STEM MOOCs may offer a unique… Read more »

COIL is proud to have supported the Improving Student Learning and Retention With an Adaptave eLearning Platform project through our Research Initiation Grant Program.

Abstract:

Asynchronous distance learning can put students at a disadvantage when the material is complex and/or presented in a narrow scope, limiting their ability to comprehend and internalize it while also being removed from a face-to-face environment…. Read more »

COIL is proud to have supported the Scalable Assessment in MOOC Courses project through our Research Initiation Grant Program.

Abstract:

Massive open online courses (MOOCs) have arisen prominently since 2011. Many of these courses

have greater than 50,000 students enrolled, and thus assessment has critical challenges, including 1) scalability of assessment for so many students, and 2) course engagement and completion…. Read more »

COIL is proud to have supported An Investigation of Digital and Hands-On Learning Styles and Their Potential Impact on Online Education project through our Research Initiation Grant Program.

The objectives of this COIL proposal are to investigate the impact of digital and hands-on learning and propose solutions aimed at integrating the two learning approaches into the increasingly popular and cost effective online/distance… Read more »

COIL is proud to have supported the WAGES (Workshop Activity for Gender Equity Simulation): A Model for the Development of Theoretically-Grounded Online Gaming Environments project through our Research Initiation Grant Program.

Abstract:

This project bridges a significant gap between theory and practice in the design of innovative learning technologies. Games designed by researchers are theoretically grounded, but rarely translate to practice, whereas instructional… Read more »

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