{"id":3724,"date":"2017-11-11T06:00:56","date_gmt":"2017-11-11T11:00:56","guid":{"rendered":"https:\/\/news.elearninginside.com\/?p=3724"},"modified":"2017-11-10T12:06:41","modified_gmt":"2017-11-10T17:06:41","slug":"oregon-state-university-ecampus-just-launched-elearning-database-help-professors-take-courses-online","status":"publish","type":"post","link":"https:\/\/news.elearninginside.com\/oregon-state-university-ecampus-just-launched-elearning-database-help-professors-take-courses-online\/","title":{"rendered":"Oregon State University Ecampus Just Launched an eLearning Database to Help Professors Take Their Courses Online"},"content":{"rendered":"<p>This week, Oregon State University Ecampus announced the launch of a new academic database specifically for eLearning. The Online Learning Efficacy Research Database compiles scholarly work and research conducted on the effects and potentials of online education. For any educator thinking about bringing their course online, the database hopes to provide as much relevant information as possible.<\/p>\n<p>One of the biggest challenges in eLearning today is that there are so many potential applications of great technology. It\u2019s easy to drown in possibilities. What\u2019s more, there\u2019s a lot of relevant information and research that has been conducted on the effects of eLearning, but work tends to be more specific than general. In compiling known research together, it\u2019s possible that a potential online teacher will miss invaluable information.<\/p>\n<p>On OSU\u2019s database, curious educators can browse and search much like they would in any other. Titles range from articles like \u201cVirtually the same: A comparison of STEM students\u2019 content knowledge, course performance, and motivation to learn in virtual and face-to-face introductory biology laboratories,\u201d to \u201cLongitudinal student research competency: Comparing online and traditional face-to-face learning platforms.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-3727 aligncenter\" src=\"https:\/\/news.elearninginside.com\/wp-content\/uploads\/2017\/11\/education-learning-technologies-remote-online-video-courses-communications-training-programs-1-300x117.jpg\" alt=\"Oregon State University eLearning database\" width=\"410\" height=\"160\" srcset=\"https:\/\/news.elearninginside.com\/wp-content\/uploads\/2017\/11\/education-learning-technologies-remote-online-video-courses-communications-training-programs-1-300x117.jpg 300w, https:\/\/news.elearninginside.com\/wp-content\/uploads\/2017\/11\/education-learning-technologies-remote-online-video-courses-communications-training-programs-1-768x298.jpg 768w, https:\/\/news.elearninginside.com\/wp-content\/uploads\/2017\/11\/education-learning-technologies-remote-online-video-courses-communications-training-programs-1-1024x398.jpg 1024w\" sizes=\"auto, (max-width: 410px) 100vw, 410px\" \/><\/p>\n<p>The database also tracks research by discipline. Much more research, for example, has been conducted in the implementation of eLearning in STEM. Its effect on teaching the humanities, however, is less well-known.<\/p>\n<p>\u201cBefore faculty spend quite a bit of time designing an online class, they want to know that it will be effective for student learning outcomes,\u201d said Katie Linder, director of the Oregon State University Ecampus Research Unit (ECRU) <a href=\"http:\/\/www.prweb.com\/releases\/2017\/11\/prweb14879270.htm\">in a statement<\/a>. \u201cFaculty want to know the research especially if they\u2019re skeptical about online learning.\u201d<\/p>\n<h1>Oregon State University addressing a universal need<\/h1>\n<p>OSU\u2019s Ecampus faculty aren\u2019t simply enthusiastic about eLearning and online degrees; <a href=\"https:\/\/news.elearninginside.com\/online-courses-still-unpopular-among-professors\/\">teachers continue to push back against bringing their course online<\/a>. A study published by Gallup and Inside Higher Ed in October found that only a third of professors believe they can faithfully recreate a face-to-face learning environment in an online scenario.<\/p>\n<p>But there\u2019s a twist: the teachers who have taught online courses before are far more likely to view online classes favorably. 70% of professors who have taught online before believe that they learned important skills from the experience and have improved their teaching overall.<\/p>\n<p>\u201cWe are not here to convince faculty that online teaching and learning is always effective,\u201d Linder continued. \u201cThis database is meant to give the opportunity to dig in and read the studies themselves and make their own assessments of the outcomes of those studies.\u201d<\/p>\n<p>At the moment, the database collects 180 studies dating from 1998 to the present. New research will be updated and added on a monthly basis, and anyone can submit other research that has yet to be included.<\/p>\n<p>\u201cAs a leader in online education,\u201d said associate provost Lisa Templeton, \u201cwe stand behind our faculty and we care about what their concerns are. When they have questions, our role is to provide answers, and this database does just that.\u201d<\/p>\n<h1>Another eLearning database<\/h1>\n<p>Curiously, the ECRU did not produce the first database of its kind. That title goes to <a href=\"http:\/\/www.nosignificantdifference.org\/\">No Significant Difference<\/a>, a database compiled in association with Thomas Russell\u2019s 2001 text <em>The No Significant Difference Phenomenon. <\/em>According to the site, they also include \u201cstudies that document significant differences in student outcomes based on the mode of education delivery.\u201d They do not, however, have any research published since 2013.<\/p>\n<p>Unfortunately the ECRU\u2019s database does not provide open access to the academic research they compile. Interested researchers must obtain permission from their institution or elsewhere to read most material.<\/p>\n<p>Trying to convince university-level professors to offer their course online is still an uphill battle. According to the Inside Higher Ed\/Gallup survey, many professors remain wary of vendors and administrators who believe that new technology will cut costs and improve teaching. While many university managements believe that an online course will save professors time, a <a href=\"http:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/1360080X.2017.1354773\">recent study<\/a> found that it actually takes professors longer on average to prepare online courses. Some universities, furthermore, do not allow professors to maintain creative ownership over the courses they have created.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>One of the biggest challenges in eLearning today is that there are so many potential applications of great technology. It\u2019s easy to drown in possibilities. What\u2019s more, there\u2019s a lot of relevant information and research that has been conducted on the effects of eLearning, but work tends to be more specific than general. In compiling known research together, it\u2019s possible that a potential online teacher will miss invaluable information.<\/p>\n","protected":false},"author":11,"featured_media":3725,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[4],"tags":[5494],"class_list":["post-3724","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-industry-news","tag-elearning"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Oregon State University Ecampus Just Launched an eLearning Database to Help Professors Take Their Courses Online - eLearningInside News<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/news.elearninginside.com\/oregon-state-university-ecampus-just-launched-elearning-database-help-professors-take-courses-online\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Oregon State University Ecampus Just Launched an eLearning Database to Help Professors Take Their Courses Online - eLearningInside News\" \/>\n<meta property=\"og:description\" content=\"One of the biggest challenges in eLearning today is that there are so many potential applications of great technology. 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After studying English at McGill University in Montreal, he went to work full time as a freelancer while living abroad in countries such as Greece, New Zealand, and Vietnam. His journalism has been published by CKUT 90.3 FM, Montreal Rampage, Potent, and HNGN. He has also produced a series of audio interviews concerning Canadian poetry for Vallum: Contemporary Poetry. His latest work is Code Burst, a podcast that investigates a free coding bootcamp in the Appalachian region of the U.S. that seeks to retrain ex-coal miners for jobs in the tech industry, along with the promise learning to code offers more broadly. 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