Title page
Contents
Introduction to the Practice Guide on Using Technology to Support Postsecondary Student Learning 6
Recommendation 1: Use communication and collaboration tools to increase interaction among students and between students and instructors 10
Recommendation 2: Use varied, personalized, and readily available digital resources to design and deliver instructional content 19
Recommendation 3: Incorporate technology that models and fosters self-regulated learning strategies 31
Recommendation 4: Use technology to provide timely and targeted feedback on student performance 43
Recommendation 5: Use simulation technologies that help students engage in complex problem-solving 52
Glossary 58
Appendix A: Postscript From the Institute of Education Sciences 61
Appendix B: Methods and Processes for Developing This Practice Guide 65
Appendix C: Rationale for Evidence Ratings 68
Appendix D: About the Authors 94
Appendix E: Disclosure of Potential Conflicts of Interest 98
References 99
Notes 105
TABLE 1. RECOMMENDATIONS AND CORRESPONDING LEVELS OF EVIDENCE 7
FIGURE 1.1. FEATURES OF A SAMPLE MOBILE APP THAT SUPPORTS COMMUNICATION AND COLLABORATION: SCHOOLS APP 12
FIGURE 1.2. SAMPLE STUDENT GUIDELINES FOR INTERACTING ONLINE AND PROTECTING PRIVACY 14
FIGURE 1.3. EXAMPLE OF A TOOL THAT SUPPORTS SELECTION OF INSTRUCTIONAL TECHNOLOGY: TECH SELECT DECISION AIDE 16
FIGURE 1.4. EDUCAUSE'S "7 THINGS YOU SHOULD KNOW ABOUT" SERIES 17
FIGURE 2.1. THE ADDIE MODEL: A SAMPLE FRAMEWORK FOR DEVELOPING COURSES 22
FIGURE 2.2. SAMPLE CHECKLIST FOR PLANNING ONLINE EDUCATION 23
FIGURE 2.3. SAMPLE TOOLKIT FOR EVALUATING DIGITAL LEARNING INTERVENTIONS: PRACTICAL EVALUATION FOR DIGITAL LEARNING (PEDL) 26
FIGURE 2.4. SAMPLE REPOSITORY OF OPEN EDUCATIONAL RESOURCES: MERLOT (MULTIMEDIA EDUCATIONAL RESOURCE FOR LEARNING AND ONLINE TEACHING) 28
FIGURE 2.5. SAMPLE OPEN LEARNING INITIATIVE (OLI) LEARNING DASHBOARD 29
FIGURE 2.6. SAMPLE TOOL TO GUIDE SELECTION OF TECHNOLOGY: PEDAGOGY FIRST 30
FIGURE 3.1. EXAMPLE OF INTERACTIVE INTERFACE TO SUPPORT STUDENTS' USE OF SELF-REGULATED LEARNING STRATEGIES 33
FIGURE 3.2. SAMPLE TEXT-BASED REMINDERS AND PROMPTS TO SUPPORT SELF-REGULATED LEARNING 35
FIGURE 3.3. SAMPLE INDIVIDUALIZED EMAIL BASED ON STUDENT GOALS AND PERFORMANCE 36
FIGURE 3.4. EXAMPLE OF CAMPUS RESOURCES TO SUPPORT SELF-REGULATED LEARNING 37
FIGURE 3.5. SAMPLE TRAINING MODEL TO SUPPORT SELF-REGULATION THROUGH LEARNING TECHNOLOGIES 38
FIGURE 3.6. EXAMPLE OF ADAPTIVE LEARNING ENVIRONMENT WITH PEDAGOGICAL AGENTS TO SUPPORT SELF-REGULATED LEARNING 40
FIGURE 3.7. SAMPLE TOOL FOR STUDENTS TO MONITOR PROGRESS: CHECK MY ACTIVITY 41
FIGURE 4.1. SAMPLE CLASSROOM POLLING TOOL: POLL EVERYWHERE 46
FIGURE 4.2. SAMPLE CLASSROOM RESPONSE SYSTEM: PLICKERS 46
FIGURE 4.3. TYPES OF QUESTIONS THAT CAN BE USED WITH CLASSROOM RESPONSE SYSTEMS 48
FIGURE 4.4. EXAMPLE DESIGN TACTICS FOR CREATING CLICKER QUESTIONS 49
FIGURE 5.1. SAMPLE ONLINE SIMULATION TOOL: CALIFORNIA BUDGET CHALLENGE 54
FIGURE 5.2. SAMPLE TIPS FOR GROUP PROBLEM-BASED LEARNING ASSIGNMENTS USING IMMERSIVE TECHNOLOGY 55
Boxes
BOX 1. STUDY ELIGIBILITY CRITERIA 6
BOX 2. LEVELS OF EVIDENCE 7
TABLE A.1. IES LEVELS OF EVIDENCE FOR WHAT WORKS CLEARINGHOUSE PRACTICE GUIDES 63
TABLE C.1. STUDIES PROVIDING EVIDENCE FOR RECOMMENDATION 1: USE COMMUNICATION AND COLLABORATION TOOLS TO INCREASE INTERACTION AMONG STUDENTS AND BETWEEN STUDENTS AND INSTRUCTORS 71
TABLE C.2. STUDIES PROVIDING EVIDENCE FOR RECOMMENDATION 2: USE VARIED, PERSONALIZED, AND READILY AVAILABLE DIGITAL RESOURCES TO DESIGN AND DELIVER INSTRUCTIONAL CONTENT 75
TABLE C.3. STUDIES PROVIDING EVIDENCE FOR RECOMMENDATION 3: INCORPORATE TECHNOLOGY THAT MODELS AND FOSTERS SELF-REGULATED LEARNING STRATEGIES 84
TABLE C.4. STUDIES PROVIDING EVIDENCE FOR RECOMMENDATION 4: USE TECHNOLOGY TO PROVIDE TIMELY AND TARGETED FEEDBACK ON STUDENT PERFORMANCE 88
TABLE C.5. STUDY PROVIDING EVIDENCE FOR RECOMMENDATION 5: USE SIMULATION TECHNOLOGIES THAT HELP STUDENTS ENGAGE IN COMPLEX PROBLEM-SOLVING 93
FIGURE B.1. STUDIES IDENTIFIED, SCREENED, AND REVIEWED FOR PRACTICE GUIDE 66