Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one’s balance of the various facets of online teaching will improve one’s teaching efficiency and effectiveness. We discuss the balancing issues associated with four key online teaching facets: course design/development, delivery of the course content, assessments/feedback, and professional development. We conclude with a template for a strategic professional development plan that addresses these key facets.
A DISCUSSION of educational leadership in these troublous times might concern itself with an attempt to review our social and economic ills, to show their relationship to education, and to propose the way out by means of economic and social reconstruction. I shall assume that all of you are familiar with current discussion concerning the maladjustments in our society. I shall take it
for granted, as well, that you are conversant with the opposed points of view of those who see the
need for complete reorganization of our economic life, our government, and indeed the whole social
order, and those who believe that progress lies in the more gradual evolution of our society. I
feel sure that you will agree with me that leaders in education and in all other walks of
life will need to cooperate in finding and putting into effect those changes which will contribute to the common good. I take it, as well, that you would agree that those of us who work in the field of education must depend for guidance on experts in economics, in government, in psychology, in sociology, and in anthropology if we are to have a sound basis in fact for our thinking with respect to social change.
The aim of this study was to review the existing literature on game-based digital interventions for depression systematically and examine their effectiveness through a meta-analysis of randomized controlled trials (RCTs). Database searching was conducted using specific search terms and inclusion criteria. A standard meta-analysis was also conducted of available RCT studies with a random effects model. The standard mean difference (Cohen’s d) was used to calculate the effect size of each study. Nineteen studies were included in the review, and 10 RCTs (eight studies) were included in the meta-analysis. Four types of game interventions—psycho-education and training, virtual reality exposure therapy, exercising, and entertainment—were identified, with various types of support delivered and populations targeted. The meta-analysis revealed a moderate effect size of the game interventions for depression therapy at posttreatment (d= -0.47 [95% CI - 0.69 to - 0.24]). A subgroup analysis
showed that interventions based on psycho-education and training had a smaller effect than those based on the other forms, and that self-help interventions yielded better outcomes than supported interventions. A higher effect was achieved when a waiting list was used as the control. The review and meta-analysis support the effectiveness of game-based digital interventions for depression. More large-scale, high-quality RCT studies with sufficient long-term data for treatment evaluation are needed.
In Germany, strong public and private investments in apprenticeship training have created a well-coordinated and functional apprenticeship system. Its success renders the German apprenticeship system a model that other countries look to for ideas and inspiration. Nevertheless, German governments, businesses, employee groups, researchers, and other stakeholders continue to seek ways to improve the system.
The key mechanism for apprenticeship reform in Germany is the Board of the Federal institute for Vocational Education and training (BiBB). the Board coordinates negotiations among employers, employee groups, the 16 federal states, and the federal government, who work toward a legally mandated consensus on new or revised apprenticeship legislation.
Elementary and high schools spend so much time on the content-laden curriculum that students are unprepared for the analytic and conceptual thinking they'll need at university
Has Ontario’s educational system taught a decade of students not to think? There is growing evidence that the combination of standardized testing with a content-intensive curriculum that’s too advanced – both introduced by the Conservative government between 1997 and 1999 – has done exactly that.
A dramatic indication that there could be a serious problem was the performance of my introductory physics class on their November test last year. It was identical to one given in 1996, but the class average over this 10-year period had plummeted from 66 to 50 percent. There is about a five-percent fluctuation in this test grade from year to year due to variation in student ability
and the difficulty of the questions but, when I looked at the class average over the many times I have taught the course since 1981, I found that four of the five lowest grades have occurred in the last four years, with the lowest this year. When I enquired elsewhere at Trent University, I found the same pattern in the mathematics department, where the first test in linear algebra was down some 15 percent from its historic mean, and the calculus average had dropped nine percent from the year before.
In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institu- tional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy de- bate about institutional diversity by using document and policy analysis, and by drawing on a number of semi- tructured interviews with senior university and system-level administrators.
Abstract
This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently re-ceiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on sub-stitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the ben-efit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identi-fication of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article.
Ontario is moving forward with postsecondary education for thousands of French-speaking students by creating a new stand-alone French-language university, l'Université de l'Ontario français. This historic addition to Ontario's postsecondary sector will offer a range of university degrees and education, entirely in French. The university will promote the linguistic, cultural,
economic and social well-being of its students as well as Ontario's growing French-speaking community.
Dengting Boyanton, author of Teachers and Students as Co-Learners: Toward a Mutual Value Theory, experienced “extreme culture shock” when she left her native Chinese educational system to begin graduate study in education at the
University of Virginia in 2003. Despite the fact that she had been an enthusiastic and successful learner in her home country, Boyanton often felt perplexed and disappointed regarding the behavior expected of her in U.S. classrooms. She was inhibited about speaking up in class, afraid to ask questions of her professors or classmates, and insecure about offering her opinions and comments.
Boyanton’s international student colleagues, with whom she shared her feelings, reported experiencing the same negative emotions. When Boyanton began questioning American-born students about their classroom experiences—with the goal of helping herself and other international students adjust to American classroom culture—she discovered to her surprise that American students also felt alienated, invisible, and lonely in their classes. For example, one Caucasian male student
told her, “Like most new students here, you feel lonely, nobody knows you, nobody talks to you, and nobody seems to care about you either” (p. xvii).
Background/Context:
Scarce research has been conducted examining why students choose to attend higher priced for-profit institutions over community colleges. The authors suggest that increased national concern over proprietary higher education warrants an in-depth comparative case study of the choice factors utilized by for-profit and community college students.
It’s a confusing post-secondary landscape out there, with universities that are home to colleges and colleges becoming universities. Then there are the polytechnics. A true polytechnic offers four-year bachelor’s degrees, but isn’t a university. It offers apprenticeship programs and on-the-job learning, but isn’t a community college. The wrong thing to do would be to go by the name.
You wait with anticipation. You receive the email: Course assignments are posted. You click on your Course Assignment. And—you’re assigned to teach a course that you have never taught before. Maybe you feel excitement, maybe you feel anxiety, or some mixture of the two. Emotion aside, how do you plan a new course?
As so many of us try to juggle teaching virtually or in a hybrid format this year, I’ve decided to focus my energy on technology that will help me no matter the setting. These three tech tools have had a huge impact on me, my staff, and my students.
This book tells a painful story.
For over a century, generations of Aboriginal children were separated from their parents and raised in over- crowded, underfunded, and often unhealthy residential schools across Canada. They were commonly denied the right to speak their language and told their cultural beliefs were sinful. Some students did not see their parents for years. Others—the victims of scandalously high death rates—never made it back home. Even by the standards of the day, discipline often was excessive.
Lack of supervi- sion left students prey to sexual predators. To put it sim- ply: the needs of tens of thousands of Aboriginal children were neglected routinely. Far too many children were abused far too often.
Canada's ranking in the newest How Canada Performs: Innovation report card is good news. Canada ranked 9th among 16 countires , comparied to 13th in the previous Conference of Canada ranking.
When it comes to Canadian universities, the level of funding doesn’t predict performance, according to a new report from the Higher Education Quality Council of Ontario (HEQCO). In its newest and most comprehensive analysis of Canadian postsecondary systems, HEQCO finds that Ontario and Nova Scotia are top performers overall despite lower per-student operating costs, while other provinces that spend the same or in some cases considerably more money achieve average or below average performance.
In early 2015 the government of Ontario announced that it would be conducting a review of the processes by which it funds universities. In order to best capture the needs of those that consume, deliver and fund higher education, the government has commissioned extensive consultation with parents, students, universities, employers, agencies, and sector experts. This submission will serve as a summary of the Ontario Undergraduate Student Alliance’s contributions to those discussions, as well as a statement of our principles in the area of funding priorities that could benefit students.
The University community has an interest in improving the happiness and well-being of graduate students for a straightforward reason: to enable graduate students to do their best work. Balanced, happy people are more productive, more creative, more collaborative, better at pursuing long-term goals, more likely to find employment, and more physically and psychologically resilient, among other things. Positive emotion is associated with curiosity, interest and synthetic thinking. In contrast, depression is associated with loss of interest, helplessness, difficulty concentrating and remembering details, and worse. For more on this, see Part VI, “The Objective Benefits of Subjective Well-Being,” from the World Happiness Report.
Moving into the broader campus community, the campaign builds on the success of 2017's university initiative when more than 20,000 student-athletes from 53 universities led the campus mental health conversation at more than 100 university sports events leading up to Bell Let's Talk Day.
Education in general, but post-secondary education in particular, is supposed to provide individuals with the skills to participate as citizens in the civic and cultural life of the community. Additionally, education is supposed to equip individuals with a basic or in some cases, a specific armamentarium to provide for their economic well-being and that of the wider communit