What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs

Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs.     

A summer program designed to educate college students for careers in bioinformatics

A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI.     

Space Case: Moving from a Physical to a Virtual Journal Collection

Journal publishing has evolved and changed considerably over the years, leaving many libraries to grapple with analyzing and identifying the purpose and scope of these collections. After numerous discussions and an analysis of how the current print journal collection was being used, Kraemer Family Library at the University of Colorado–Colorado Springs decided to withdraw over 50% of the library’s print journal holdings in order to create a collaborative space for students. This article begins with an overview of journal publishing as it relates to academic libraries and the impact of electronic serials on the scope and purpose of a print journal collection. It then highlights the steps used to complete the project, and communication goals and methods employed to keep library staff members, faculty on campus, and other constituents aware of the changes taking place in the library.     

Establishing a Framework for Successful Social Network Site Use in the Community College

ABSTRACT

Many colleges and universities have created college-sponsored communities on Facebook and Twitter as a means to interact, connect, and build community online (Center for Community College Student Engagement, 2009; Wankel & Wankel, 2011). However, the literature provides no clear picture of how community college students use social network sites (SNS) or whether the use of SNS is associated with student outcomes as social integration into the campus environment, institutional commitment, and persistence (Davis, Deil-Amen, Rios-Aguilar, & González Canché, 2012; Junco, 2012). The purpose of this quantitative research investigation was to examine the relationship between Social Networking Site use and social integration, institutional commitment, and persistence among students at a suburban community college. Findings revealed a significant relationship between SNS and social integration and institutional commitment; there was no significant relationship between SNS use and persistence. Recommendations for policy, practice, and future research are offered.     

Towards a model for the assessment of student boredom and boredom proneness in the UK higher education context

Recently identified as an academic ‘achievement emotion’, boredom has long been implicated as a factor contributing adversely to student attainment across a diverse range of formal educational settings. Despite this, the study of boredom, particularly among students in higher education, remains a relatively neglected and underdeveloped field. In this article, and following a systematic review of the research literature, we present details of a new research instrument and diagnostic tool derived from Farmer and Sundberg’s Boredom Proneness Scale (BPS), specifically intended to assess or measure the recurring propensity or habitual disposition of students to becoming bored particularly within the UK higher education context (e.g. further education, university college and university provision). Referred to here as the BPS-UKHE, to distinguish it from its predecessor, the statistical validity and reliability as well as educational relevance and meaningfulness of the BPS-UKHE is established, confirming its multidimensional nature with subscales (Tedium, Time, Challenge, Concentration and Patience) reflecting boredom’s acknowledged cognitive, affective, motivational and behavioural components. Full-scale, five-factor and three-factor ‘short-form’ solutions are offered, the immediate utility of which in identifying students more prone to boredom than others and gauging emotional response is demonstrated. The BPS-UKHE has application in many areas and is considered a valuable tool in relation to the UK student engagement agenda, its scales and potential, as well as theoretical underpinning, available for empirical use and critical comment.     

Emerging Trends in Mathematics Education for People with Down Syndrome: Current Research and Future Directions

ABSTRACT

In September 2017, a group of researchers met for the first conference devoted to the singular purpose of exploring a neglected field – the learning of mathematics by individuals with Down syndrome. This special issue is a result of that first meeting and identifies three emerging trends in the mathematics education of learners with Down syndrome: the goals, content, and pedagogy. Education is central to the goal of improving an individual’s quality of life and only recently has the impact of mathematics been fully comprehended. Many researchers continue to explore the development of the concept of number and there is still much to learn. As a new development, we see that interest is now expanding to explore other areas of mathematics. We still have a long way to go to understand how best to open the doors of mathematics to all learners with Down syndrome. We conclude by offering six areas requiring immediate future research in the field of mathematics and Down syndrome.     

The distinction between academic standards and quality: implications for transnational higher education

Although the conceptual distinction between academic standards and the quality of learning opportunities is fundamental to an understanding of the role of quality assurance in higher education, the distinction, and its implications, have not always been well understood in the case of transnational higher education. This paper explores both the source of academic standards and the criteria by which the quality of learning opportunities can be judged. It is argued that the distinction is of particular importance in the context of transnational education, because whilst judgements about quality may legitimately be susceptible to a degree of cultural influence, the same is not true of judgements about academic standards. It is suggested that a lack of attention to the logical distinction between standards and quality has hampered efforts by regulatory régimes around the world to develop coherent policies with respect to hosting transnational higher education provision.