A new study from Babson Survey Research Group and Inside Higher Ed reveals that the majority of professors are excited about technology trends in higher education, including the growth of e-textbooks and digital library collections, the increased use of data monitoring as a way to track student performance along with their own, and the increasingly popular idea of “flipping the classroom” (a form of blended learning which uses Internet technology in a classroom, so a teacher can spend more time interacting with students instead of lecturing).
The Digital Faculty: Professors, Teaching and Technology, 2012 study reports the digital revolution that is changing day-to-day life for the general population also offers new options to faculty for their research and teaching. The expansion of e-textbook options is just one example – over one-third of faculty regularly assigns books that are available in both digital and traditional formats. Another area of growth is the use of video and simulations in courses by faculty.
Among faculty surveyed:
- 43% say they create digital teaching materials, open educational resources, or capture lectures on a regular or occasional basis.
- 66% report they communicate with students and record course grades through their Learning Management System (LMS).
- Over 80% say they use their LMS to share syllabus information on a regular basis.
- 88% of faculty say they have more fear than excitement about the growth of for-profit education.
- Over one-half (51.7%) think that digital communication has increased their level of creativity, 38.1% say it has had no impact, and 10.2% report that they believe digital communication has decreased their level of creativity.
- A substantial majority (75.4%) report that digital communication has increased student-faculty communications.
The report surveyed 4,564 faculty members from a variety of institution types and 591 administrators who are responsible for academic technology at their institutions.
For more information, read the complete report, Digital Faculty: Professors, Teaching and Technology, 2012.
Thanks for joining us. We’re excited to introduce you to FacultyEnlight®, your source for researching, adopting and sharing insights about textbooks and course materials.
In response to conversations with faculty from multiple disciplines at campuses across the country, we created FacultyEnlight to make it easier for you to research, discuss, discover, and adopt learning materials. Our goal is to help you choose the best materials for your courses so that your students’ learning experience is the best it can possibly be.
As you explore this site, you will find four main areas:
- SEARCH: See what’s new in your discipline and what’s being used at other schools. Search books by ISBN, author, and/or title. At the same time, explore cost saving options for your students by viewing which books are available in digital and/or as a rental. As a registered FacultyEnlight user you have the option to create “favorite” lists, a time saver that enables you to view and/or adopt books at a later date.
- ADOPT: Submit your course materials adoptions here. We’ve simplified the process for you to make it easier and quicker to enter your information for one course or multiple courses. Registered users can return to their adoption lists in subsequent terms for easy re-order.
- DISCOVER: Explore the latest faculty resources that can help you in your mission to create outstanding learning environments for your students. From self-publishing, to custom course packs, to digital resources and e-books…you’ll find it all here.
- LEARN: Find answers to frequently asked questions and other tips that may help you as you explore all that FacultyEnlight offers.
You have told us that peer reviews are an invaluable source of information in the textbook evaluation process. For that reason, we are including these reviews as a core part of this site.
We encourage you to submit your candid evaluations of current and past texts and course materials that you’ve used, as well as tips for using them. Specific examples, such as areas of emphasis and tie-ins to student assignments, will make your review all the more useful and engaging.
Your reviews will appear in time for the fall term when we roll out FacultyEnlight™ to all Barnes & Noble schools. We thank you in advance for taking the time to help your fellow faculty members make their students’ learning experience the best it can possibly be.
If you are interested in becoming a regular contributor to FacultyEnlight™, sharing insights on teaching tips, student successes, and other experiences you feel would be helpful to your colleagues, send us an email: firstname.lastname@example.org. We would welcome your input.
Read results from the latest BISG study: Faculty Attitudes Toward Content in Higher Education. The BISG research surveyed 2097 higher education faculty members in February 2012 and provided insights into the changing role of textbooks and other educational materials in today’s higher ed classroom. Faculty members were asked about their criteria in choosing course materials, reliance on printed textbooks, and pricing issues affecting students.
According to an annual survey released by UCLA’s Cooperative Institutional Research Program, this year’s college freshmen are more studious than their counterparts of the past several years.
The survey, The American Freshman: National Norms Fall 2011, which studied students’ high school academic habits, revealed a higher percentage of students did homework, took notes in class and took more advanced courses as high school seniors. Students also reported that they partied less, drank less alcohol, and showed up for class on time. Because of these trends and other findings, researchers conclude that this year’s freshman class stands a better chance of succeeding academically.
With continued worries about college costs and employment, the overall depiction of this year’s freshmen class may reflect “the increased complexity of going to college during a recession,” says John Pryor, director of UCLA’s Cooperative Institutional Research Program, which has conducted the study since 1966. “What we’re seeing, perhaps, is a little more (seriousness about) what you’re called to do in college.”
Over the past three years, an increasing number of students have said “getting a better job” was their top reason for attending college, followed by a desire “to learn more about things that interest me,” which formerly held the top spot for the first half of the past decade.
Other findings include:
- 71% said they had taken at least one Advanced Placement (AP) course, up from 67.9% in 2009, and those who had taken five or more AP courses increased from 18.7% to 21.7% in that same period.
- 39.5% reported spending six or more hours a week studying or doing homework as high school seniors, up from 34.7% in 2009 and 37.3% in 2010. That figure has been increasing since 2005, when a record-low 31.9% said they spent six or more hours studying.
- 69.2% said they frequently took notes during class as high school seniors, up from 66.5% in 2009 and 67% in 2010. Also, 36.4% reported being frequently bored in class, down from 38.6% in 2009 and 39.2% in 2010.
The results of this survey, conducted last fall, are based on the responses of nearly 204,000 first-time, full-time college students at 270 colleges and universities nationwide. It also found that fewer students received scholarships and that the number of those receiving scholarships of $10,000 or more had also dropped.
To read this survey in its entirety, visit www. heri.ucla.edu.
From smart phones to iPads to laptops to e-books, technology has forever changed the college experience. Take a look at this infographic on Mashable.
Recent data from the Pew Research Center, compiled by Presta Electronics, The Chronicle of Higher Education, and Mashable indicates what most of us have observed over the last few years – students have wholeheartedly embraced technology and are using it to their academic advantage during their college years.
The data indicates that students are increasingly co-dependent upon technology and use their devices to take notes in class, communicate with their professors, read eTextbooks, and create presentations. Tools and apps are replacing “old school” technology and include Skype™ (replacing phones), Evernote® Peek (for note taking), and Grades 2 (as a calculator and grade tracking tool).
That’s all good news, but there is a downside: college students are distracted. Thirty-eight percent say they can’t go 10 minutes without checking their laptop, email, smartphone, or tablet for new information.