item: #1 of 51
          id: jotlt-13002
      author: Stover, Sheri; Noel, Dan; McNutt, Mindy; Heilmann, Sharon G.
       title: Revisiting Use of Real-Time Polling for Learning Transfer
        date: 2015-06-30
       words: 9704
      flesch: 59
     summary: 2) I like seeing the results pop up on the screen and the discussions afterword. 3) I think real time polling helps me to speak in class because it can [help me to] feel comfortable about what I say if I see that others would agree. Ninety three percent of students indicated on the survey they felt that using real time polling could benefit their professional life and ninety- two percent indicated that it would be a marketable skill that could be help differentiate them.
    keywords: class; classes; engagement; instructors; learning; participation; questions; students; teaching; time polling; transfer; use
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        item: #2 of 51
          id: jotlt-13720
      author: Watwood, Britt
       title: Book Review - Minds Online
        date: 2015-12-30
       words: 1673
      flesch: 55
     summary: In designing online learning opportunities, one should integrate metacognitive activities with learning activities. Is online learning here to stay?
    keywords: attention; learning; teaching; technology
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        item: #3 of 51
          id: jotlt-2040
      author: Jones, Brett D.; Monahan Watson, Joan; Rakes, Lee; Akalin, Sehmuz
       title: Factors that impact students’ motivation in an online course: Using the MUSIC model of academic motivation
        date: 2012-06-28
       words: 8329
      flesch: 53
     summary: jotlt.indiana.edu 55 heightened in these face-to-face sessions through the enthusiasm of the teacher and her ability to provide immediate, personal examples of the content in light of student questions and experiences. This study includes some of Newman, Ridenour, Newman, and DeMarco’s (2003) goals for conducting research, such as: understanding a complex phenomena (i.e., how course characteristics affect student motivation), adding to the knowledge base in the areas of motivation and the scholarship of teaching and learning, and informing constituencies (e.g., educators, instructional designers) of the findings.
    keywords: caring; course; instructor; jones; learning; music; online; responses; students
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        item: #4 of 51
          id: jotlt-2041
      author: Joyner, Fredricka
       title: Increasing student interaction and the development of critical thinking in asynchronous threaded discussions
        date: 2012-06-28
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #5 of 51
          id: jotlt-2042
      author: Hanna, Kathleen J.; Yearwood, David
       title: The Impact of Technology on Student Perceptions of Instructor Comments
        date: 2012-06-28
       words: 5173
      flesch: 55
     summary: However, before any changes to student comments can be addressed it may be necessary to examine the nature of the relationship between technology used in instructor comments and students’ perceptions of those comments. Comment tones explored in this research included resigned, encouraging, positive, negative, impartial, and hostile tones, as well as comments that sounded like orders, instructions, suggestions, and questions, respectively.
    keywords: comments; instructor; perceptions; students; technology; tone; use
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        item: #6 of 51
          id: jotlt-2043
      author: Chang, Ni; Watson, A. Bruce; Bakerson, Michelle A.; Williams, Emily E.; McGoron, Frank X.; Spitzer, Bruce
       title: Electronic feedback or handwritten feedback: What do undergraduate students prefer and why?
        date: 2012-06-28
       words: 10567
      flesch: 58
     summary: Nonetheless, the study provides preliminary insights into the preference of the form of feedback undergraduate students preferred and an explanation of why. Yet, when it comes to handwritten feedback delivered in person and typed feedback delivered electronically to students, faculty may not know what undergraduate students prefer and reasons behind their preferences.
    keywords: chang; comments; feedback; handwritten; instructors; learning; quality; respondents; students; technology
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        item: #7 of 51
          id: jotlt-2044
      author: Abernethy, Michael
       title: Reducing ‘Death by PowerPoint’
        date: 2012-06-28
       words: 315
      flesch: 48
     summary: When PowerPoint presentations take precedence over lecture material, students lose interest and feel that they are being read to, not taught. Future Implications Outcomes/Assessment: Outcome: Increase student engagement and student-teacher interaction Assessment: Assessment may be achieved by comparing tests/quiz results before and after changes to the use of PowerPoint Hybrid/Online contexts: When PowerPoint presentations are posted online for students but won’t be discussed in person, replace the “Discussion” slide with a “Questions” slide.
    keywords: powerpoint
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        item: #8 of 51
          id: jotlt-2045
      author: Hickey, Daniel T.; Soylu, Firat
       title: Wikifolios, reflections, and exams for online engagement, understanding, and achievement
        date: 2012-06-28
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #9 of 51
          id: jotlt-2046
      author: Morrone, Michael
       title: Storyboarding with PowerPoint to bring cases, case problems, and course content to life
        date: 2012-06-28
       words: 527
      flesch: 56
     summary: Storyboarding with PowerPoint to bring cases, case problems, and course content to life Michael Morrone1 Keywords: PowerPoint, engagement, case studies, storyboard Framework This approach to case/course delivery can easily be replicated for other cases and classes in other disciplines.
    keywords: case; course
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        item: #10 of 51
          id: jotlt-2047
      author: Wohlfarth, DeDe; Mitchell, Nathanael
       title: Record Your Way to Shorter Grading
        date: 2012-06-28
       words: 812
      flesch: 47
     summary: While the use of the video camera is an easy tool for creating and sharing videos, it is not required for the creation of student video role play or instructor video feedback. Furthermore, instructors can use their own camera to record video formative feedback while watching student videos, allowing for copious amounts of useful feedback created in about half of the time it would take to write the same feedback.
    keywords: students; video
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        item: #11 of 51
          id: jotlt-2082
      author: Bragg, Michelle L.
       title: Learning Lens: Using Photovoice as a Health Disparities Teaching Tool
        date: 2013-01-22
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #12 of 51
          id: jotlt-2094
      author: Jones, Scott
       title: Using Short Video Tutorials
        date: 2012-09-11
       words: 1148
      flesch: 54
     summary: Regardless of whether the courses are taught in a traditional or hybrid format, these courses require demonstrations on how to perform various actions with software or with code, and the screencast software easily captures such video and audio of the demonstrations and makes it available for replay. However, screencast software has other uses within a course, including video tutorials.
    keywords: software; student; video
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        item: #13 of 51
          id: jotlt-2126
      author: Schroeder, Noah L; Adesope, Olusola O
       title: A Case for the use of Pedagogical Agents in Online Learning Environments
        date: 2013-01-14
       words: 1777
      flesch: 50
     summary: Two of these tools include intelligent tutoring systems (Graesser et al., 2004; Ma, Adesope, & Nesbit, 2011; VanLehn, 2011) and pedagogical agents (Mayer & DaPra, 2012; Moreno, Mayer, Spires, & Lester, 2001). In this paper we discuss pedagogical agents, which are visible characters in multimedia learning environments designed to facilitate learning (Moreno, 2005; Schroeder, Adesope, & Barouch Gilbert, 2012).
    keywords: agents; learning; mayer; multimedia; research
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        item: #14 of 51
          id: jotlt-2156
      author: Vaughan, Norman
       title: Blended learning: Across the disciplines, across the academy
        date: 2012-12-10
       words: 1520
      flesch: 58
     summary: They introduce the concept of layering the content of courses to appropriately sequence material for beginning and experienced learners, and to ensure that students see both the online and the face-to-face components as being equal in value and devote equal effort to both modalities. The introductory chapter of this book does an excellent job of setting the stage for the five case studies by clearly defining blended learning as “courses [that] employ active learning strategies through the use of a variety of pedagogical approaches (p.3) . . .
    keywords: course; face; learning; online; students
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        item: #15 of 51
          id: jotlt-2163
      author: Cavanaugh, Cathy; Hargis, Jace; Munns, Stephen; Kamali, Tayeb
       title: iCelebrate Teaching and Learning: Sharing the iPad Experience
        date: 2013-01-14
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #16 of 51
          id: jotlt-21671
      author: Miller, A.
       title: Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository
        date: 2018-06-06
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #17 of 51
          id: jotlt-22367
      author: Pollak, Micah
       title: Designing and Managing Engaging Discussions in Online Courses
        date: 2017-02-02
       words: 2154
      flesch: 51
     summary: Keywords: teaching, online, discussions To design effective and engaging discussion questions is not easy. This approach assists with creating discussion questions that are likely to promote discussion and to be more engaging for students.
    keywords: discussion; posts; questions; students
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        item: #18 of 51
          id: jotlt-29375
      author: Onodipe, Grace; Keengwe, Jared; Cottrell-Yongye, Adrienne
       title: Using Learning Management System to Promote Self-regulated Learning in a Flipped Classroom
        date: 2020-08-12
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
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        item: #19 of 51
          id: jotlt-29469
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #20 of 51
          id: jotlt-3084
      author: Diemer, Timothy T.; Fernandez, Eugenia; Streepey, Jefferson W.
       title: Student Perceptions of Classroom Engagement and Learning using iPads
        date: 2013-01-14
       words: 5348
      flesch: 52
     summary: Student engagement and student learning: pp. 13 – 25. Student Perceptions of Classroom Engagement and Learning using iPads Timothy T. Diemer1, Eugenia Fernandez2, and Jefferson W. Streepey3 Abstract: Many colleges and universities have launched iPad initiatives in an effort to enhance student learning.
    keywords: activities; engagement; ipad; journal; learning; perceptions; students; study; teaching; technology; use
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        item: #21 of 51
          id: jotlt-3093
      author: Finley, Diane L
       title: Using Quality Matters
        date: 2013-01-22
       words: 1697
      flesch: 59
     summary: Linking online course design and implementation to learning outcomes: A design experiment. Subscribers include educational institutions of all levels as well as publishers of online courses.
    keywords: course; online; rubric
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        item: #22 of 51
          id: jotlt-3094
      author: Hensley, Gordon
       title: How to Design and Teach a Hybrid Course
        date: 2013-01-22
       words: 770
      flesch: 47
     summary: Caulfield concludes with actual interview data from hybrid course students and teachers, which is a clever way to investigate both sides of the hybrid experience. Jay Caulfield defines hybrid courses as ones where not only is face time replaced to varying degrees by online learning, but also by experiential learning that takes place in the community or within an organization with or without the presence of a teacher; and as a pedagogy that places the primary responsibility of learning on the learner, with the teacher’s primary role being to create opportunities and environments that foster independent and collaborative student learning.
    keywords: hybrid; learning
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        item: #23 of 51
          id: jotlt-3109
      author: Beyer, Alisa A; Gaze, Catherine; Lazicki, Julia
       title: Comparing students’ evaluations and recall for Student Pecha Kucha and PowerPoint Presentations
        date: 2013-01-14
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #24 of 51
          id: jotlt-31409
      author: Cahill, Jacqueline L.; Kripchak, Kristopher J.; McAlpine, Gaylon L.
       title: Residence to Online: Collaboration During the Pandemic
        date: 2021-04-09
       words: 4396
      flesch: 39
     summary: From the eSchool, these included course directors (i.e., subject matter experts)—who were responsible for eSchool courses that addressed similar outcomes and covered similar materials as the course remaining for ACSC resident faculty to deliver—a curriculum designer, learning management system (LMS) administrators, and leadership. Just as with ACSC, the eSchool assisted SOS in developing a plan and preparing their instructors to facilitate eSchool courses.
    keywords: acsc; air; college; course; eschool; faculty; learning; online; resident
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        item: #25 of 51
          id: jotlt-31412
      author: Law-Penrose, Jared
       title: Reducing Uncertainty and Podcasting Engagement: An HR Classroom Response to COVID-19
        date: 2021-04-09
       words: 4715
      flesch: 46
     summary: Since I first modeled the behavior as the instructor and then introduced new students to one another, students from both classes began to show a collective interest in the experiences of one another. I start with a description of the way in which COVID-19 has impacted not only the course content, but also the pedagogical approach I use to engage students across my classes.
    keywords: class; content; course; learning; outcomes; podcasts; students; uncertainty
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        item: #26 of 51
          id: jotlt-31437
      author: Maher, Steffany Comfort; Zollman, Alan
       title: Into the Unknown: Supervising Teacher Candidates During the 2020 COVID-19 Pandemic
        date: 2021-04-09
       words: 3262
      flesch: 54
     summary: Without preparation, teacher candidates were to guide their middle and high school students through online learning. Keywords: teacher candidates, COVID-19 pandemic, teacher supervision, student teaching, clinical practice.
    keywords: candidates; learning; online; students; teacher; teaching
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        item: #27 of 51
          id: jotlt-31444
      author: None
       title: jotlt-31444
        date: 2021-04-09
       words: 7877
      flesch: 45
     summary: For many faculty, challenges from the spring 2020 semester persisted into the fall: Many students came to class with their videos off and disengaged from the session; electronic resources and consistent accessibility to reliable internet connections were not available for all students; fair and academically honest assessment remained a vexing problem, especially in large classes; instructors continued to struggle to keep their students’ attention during lectures. In this reflective piece, we explore these three themes arising from faculty reflections—content delivery, assessment of student learning, and the faculty–student relationship— through the lens of faculty identity (Abu-Alruz & Khasawneh, 2013; Van Lankveld, Schoonenboom, Volman, Croiset, & Beishuizen, 2017).
    keywords: assessment; classroom; college; content; course; faculty; identity; instructors; learning; online; students; teaching; technology; university
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        item: #28 of 51
          id: jotlt-31542
      author: Wasmer, Scott A
       title: COVID-19 Attitude Correction: Rather than crash in the crisis, the author corrected attitude and began to fly
        date: 2021-04-09
       words: 5380
      flesch: 66
     summary: Though this was initially a concern, students have benefitted through increased student–teacher contact and learning opportunity during these activities. Surprisingly, many students make three to four replies weekly, though only two are required.
    keywords: fear; lab; learning; online; program; students; teaching; technology; time
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        item: #29 of 51
          id: jotlt-31580
      author: Winters, Tara
       title: Emergency Remote Studio Teaching: Notes from the Field
        date: 2021-04-09
       words: 5500
      flesch: 47
     summary: From their detailed analysis of social engagement in online design pedagogies, the authors concluded that “social learning mechanisms represent one of the oldest and most natural pedagogies, and online studios, one of the newest forms of human interaction, offer novel opportunities in which such learning can take place” (p. 22). In online studio environments, social interaction and peer learning are things that are actively constructed and sought by students depending on the usefulness of this experience as perceived by students: In the absence of immediate “expert” feedback in the studio, students make use of (and develop) their own expertise through their prior knowledge, the guidance and cues provided by the module material and prior engagement with tutors outside the studio.
    keywords: design; education; experience; face; learning; online; research; space; students; studio; teaching; time
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        item: #30 of 51
          id: jotlt-3194
      author: Meretsky, Vicky J.
       title: Anonymous online student surveys anywhere
        date: 2013-07-02
       words: 1304
      flesch: 53
     summary: Instructors who have not previously written survey questions may want to consult some basic reference material on survey design but I find my information needs are usually fairly clear-cut, which simplifies question construction. Clickers and other instant-feedback devices could also supply this kind of range- of-reaction information, but they are not in wide use, whereas online surveys are freely available wherever Internet access is available.
    keywords: learning; students; surveys
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        item: #31 of 51
          id: jotlt-3237
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #32 of 51
          id: jotlt-3248
      author: Shapiro, Amy; Gordon, Leamarie
       title: Classroom Clickers Offer More than Repetition: Converging Evidence for the Testing Effect and Confirmatory Feedback in Clicker-Assisted Learning
        date: 2013-07-01
       words: 7901
      flesch: 53
     summary: Because the spacing effect is a robust phenomenon that occurs when repetition is used to enhance memory, we proposed that spacing lecture content and clicker questions would improve retention if repetition is the root of clicker-enhanced memory. Writing clicker questions and integrating them with class lectures does require a modest time investment.
    keywords: clicker; clicker questions; effect; exam; feedback; journal; learning; performance; questions; repetition; students; testing
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        item: #33 of 51
          id: jotlt-3294
      author: Dietz-Uhler, Beth; Hurn, Janet
       title: Strategies for engagement in online courses
        date: 2013-07-02
       words: 1828
      flesch: 57
     summary: 62 - 65. Strategies for engagement in online courses: Engaging with the content, instructor, and other students Beth Dietz-Uhler1 and Janet E. Hurn2 Framework In recent years, there has been an increasing focus on student engagement (e.g., Pike & Kuh, 2009; Porter, 2009). There are three primary mechanisms we use to encourage student engagement with other students.
    keywords: engagement; instructor; learning; students
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        item: #34 of 51
          id: jotlt-3309
      author: Park, Ju
       title: Does contiguous effect matter in PowerPoint presentations for effective instruction?
        date: 2013-07-02
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #35 of 51
          id: jotlt-3364
      author: Davis, Andrea M.; Rowe, Desiree D.
       title: Digital discourses: Implementing technology in the public speaking classroom
        date: 2013-07-02
       words: 1766
      flesch: 55
     summary: In redesigning the public speaking course, we incorporated tools students already used as well as new tools to reinvent the traditional three speech model of public speaking. jotlt.indiana.edu 74 students used Twitter outside of class to ask questions of the instructor and other students; this was not mandatory and not all students participated.
    keywords: class; speaking; students; technology
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        item: #36 of 51
          id: jotlt-3367
      author: Kanwar, Shradha
       title: Book Review: The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips
        date: 2013-07-02
       words: 1703
      flesch: 43
     summary: The component dealing with “How are online courses unique?” sets the foundation for various facets of online teaching, which stand out as very important references for constructing the course. The chapter is focused on creating and continuously improving online courses and there is a constant emphasis on the unique style and orientation needed for an online course plan.
    keywords: book; learning; online; teaching
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        item: #37 of 51
          id: jotlt-34352
      author: Hemmerich, Abby; Hoepner, Jerry
       title: Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students
        date: 2022-12-21
       words: 2053
      flesch: 38
     summary: The multi-part assignment provided more opportunities for formative feedback regarding clinical skills employed in assessment and intervention. First, the oral mechanism exam and speech testing students perform is relatively standardized; we are building skills in systematic data collection, ensuring the quality of their data for interpretation.
    keywords: assignment; data; skills; speech; students
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        item: #38 of 51
          id: jotlt-34436
      author: Olivey, Harold
       title: Using Google Docs to Administer Synchronous Collaborative Assessments
        date: 2022-12-21
       words: 2119
      flesch: 49
     summary: Assessment tools built into LMSs do not generally offer the same synchronous editing ability of Google Docs, nor do they allow the instructor to monitor student work in real time, making Google Docs a far better choice for collaborative assessment. These attributes, combined with its compatibility with devices nearly all students already own, make Google Suites a remarkably robust means for incorporating authentic collaborative assessments.
    keywords: assessments; docs; google; learning; students
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        item: #39 of 51
          id: jotlt-34458
      author: Scherzinger, Lamia Nuseibeh
       title: Creating Authentic Assessments Through Controversy
        date: 2022-12-21
       words: 1276
      flesch: 52
     summary: Another example of this, and one where I address the obsession many students have with acquiring much of their health and fitness knowledge from social media, is to approach our diet- obsessed culture with science. Finally, students have the option to reply via a regular discussion post or to record their response and replies to each other, allowing them to have more of Scherzinger Journal of Teaching and Learning with Technology, Vol. 11, Special Issue, jotlt.indiana.edu a “conversation” than just a typed discussion.
    keywords: learning; students; use
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        item: #40 of 51
          id: jotlt-34594
      author: Raynault, Audrey; Heilporn , Géraldine ; Mascarenhas , Alice ; Denis , Constance 
       title: Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education
        date: 2022-12-21
       words: 8437
      flesch: 41
     summary: The assessment tasks approximate those that students will face in their future careers, but they also promote student learning and mastery of higher order skills. Two-stage exams improve student learning in an introductory geology course: Logistics, attendance, and grades.
    keywords: assessment; content; course; education; exams; feedback; instructors; journal; learning; skills; students; teaching; technology; use
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        item: #41 of 51
          id: jotlt-34595
      author: Evans, Nancy
       title: Microsoft Teams Supports Authentic Assessment of Learning
        date: 2022-12-21
       words: 7882
      flesch: 54
     summary: In the past I have used Zoom as the platform for student team meetings. Keywords: Microsoft Teams, Authentic Assessment, Student teams Teaching with technology has always been a part of my teaching life.
    keywords: assessment; course; learning; meeting; microsoft; microsoft teams; students; teaching; teams; technology; use; work
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        item: #42 of 51
          id: jotlt-3507
      author: Rehn, Daniel Adam; Moore, Emily B; Podolefsky, Noah S; Finkelstein, Noah D
       title: Tools for High-Tech Tool Use: A Framework and Heuristics for Using Interactive Simulations
        date: 2013-07-01
       words: 9
      flesch: 0
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    keywords: service
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        item: #43 of 51
          id: jotlt-3520
      author: Steel, Gregory; Jones, Scott L.
       title: Using virtual environments for synchronous online courses
        date: 2013-07-02
       words: 2271
      flesch: 52
     summary: Virtual online environments offer a potential tool for supplying rich, synchronous online communication that comes close to mimicking the traditional classroom environment. While online virtual environments can simulate much of the traditional classroom environment, they benefit by being supplemented by other online tools, such as traditional course management systems, as well as social media such as Facebook, Twitter, and YouTube.
    keywords: courses; face; instructor; learning; life; students
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        item: #44 of 51
          id: jotlt-3651
      author: Yang, Hanna; Scharff, Lauren F.V.
       title: Improving Oral Presentations: Inserting Subtitles in Videos for Targeted Feedback
        date: 2013-07-01
       words: 7502
      flesch: 48
     summary: This project was designed to evaluate the impact of interjected video feedback on the development of students’ oral presentation skills and on student attitudes about the value of oral presentation feedback. However, as we considered our own incorporation of videotaping student oral presentations, we realized that even the above-published “successes” had shortcomings.
    keywords: comments; face; face feedback; feedback; instructor; presentation; rubric; students; technology; time; video
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        item: #45 of 51
          id: jotlt-3701
      author: Upson-Saia, Kristi; Scott, Suzanne
       title: Using iAnnotate to enhance feedback on written work
        date: 2013-12-11
       words: 8200
      flesch: 52
     summary: Strategies for using feedback students bring to higher education. We simply created stamps for our commonly used comments, such as: “you need to make your reasoning more explicit,” “good, careful reasoning,” “nice use of evidence,” “you need to interpret/analyze your evidence,” “clarify the point of this paragraph,” “nice                                                                                                                           6 While our focus has been exclusively on using iAnnotate to write comments on student papers, the application has been widely adopted in academic iPad pilot programs at Stanford University, Massachusetts Institute of Technology, and the University of Michigan, among others.
    keywords: assessment; comments; feedback; instructors; learning; model; paper; students; teaching; technology; work; writing
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        item: #46 of 51
          id: jotlt-3837
      author: Schoenborn, Priska; Poverjuc, Oxana; Campbell-Barr, Verity; Dalton, Fiona
       title: Challenges of ‘Students as Producers’ in Web 2.0: a reflective account
        date: 2013-12-11
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #47 of 51
          id: jotlt-3873
      author: None
       title: 503 Service Temporarily Unavailable
        date: None
       words: 9
      flesch: 0
     summary: 503 Service Temporarily Unavailable 503 Service Temporarily Unavailable nginx/1.14.1
    keywords: service
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        item: #48 of 51
          id: jotlt-3892
      author: Chang, Ni; Watson, Bruce; Bakerson, Michelle A.; McGoron, Frank X
       title: Undergraduate Students’ Perceptions of Electronic and Handwritten Feedback: A Follow-up Study across an Entire Midwestern University Campus
        date: 2013-12-11
       words: 10180
      flesch: 57
     summary: Table 4. T-tests comparing accessibility factors for e-feedback feedback. Table 8. T-tests comparing legibility factors for e-feedback feedback.
    keywords: chang; factors; feedback; handwritten; learning; preference; respondents; students; supporters
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        item: #49 of 51
          id: jotlt-3893
      author: Coffin, Donald A
       title: MOOCs and me
        date: 2013-12-11
       words: 2163
      flesch: 59
     summary: My judgment is that the course content is similar to what would be provided in a campus—based course, either in-class or on-line. According to an end-of course communication from the instructor, 28,922 people enrolled.
    keywords: class; course; learning; mooc
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        item: #50 of 51
          id: jotlt-3944
      author: Gushrowski, Barbara Ann; Romito, Laura M.
       title: Faculty perceptions of webcasting in health sciences education
        date: 2014-06-10
       words: 7930
      flesch: 53
     summary: Student adoption and perception of lecture podcasts in undergraduate bachelor of science in nursing courses. Student use and opinions of these technologies have been frequently studied.
    keywords: capture; doi; education; faculty; journal; learning; lecture; students; survey; teaching; technologies; technology; time; use
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        item: #51 of 51
          id: jotlt-4003
      author: Gibson, Karen M.
       title: Fostering collaboration and learning in asynchronous online environments
        date: 2013-12-11
       words: 9109
      flesch: 49
     summary: Unlike the findings in many online discussion studies, low participation was not a factor. Roles as structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction.
    keywords: construction; discussion; education; face; facilitation; journal; knowledge; learning; pena; students; study; technology
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