What it Means to be a Self-Regulated Learner

“Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.” (p. 65) That definition is offered by Barry Zimmerman, one of the foremost researchers on self-regulated learning. It appears in a succinct five-page article that offers a very readable overview of research in this area.

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Twitter in the College Classroom: Engaging Students 140 Characters at a Time

If it seems like everyone is tweeting these days, it’s not just your imagination. In 2007 Twitter users, as a whole, made about 5,000 tweets a day. By 2008 the number had increased to 300,000 per day, before growing to 2.5 million per day in January 2009. Just one year later, in January 2010, the figure jumped to 50 million tweets per day.

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Unleashing Innovation: The Structured Network Approach

This is a true story. Professor “Jones” decides to experiment with a blog in his class. It takes him about 10 minutes to set up a free site using Blogger. He then watches students engage in lively discussions of case studies outside of class, and tweaks the blog as experience teaches him how best to use the system.

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Killing Institutional Zombies: Strategies for Effective Leadership

In popular fiction, zombies are often described as “the undead,” once lifeless bodies that have been reanimated through supernatural forces. Since they are essentially walking corpses, fictional zombies are almost impossible to “kill,” and just when you think that all the danger has passed, they suddenly rear up again in their never-ending search to consume your brain. Unfortunately, higher education has its share of zombies, too. These are the rumors, doubts, or signs of mistrust that arise periodically and prove impervious to logic or argument.

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Teaching Students with Learning Disabilities in the Online Classroom

Students with learning disabilities tend to learn better in the online environment, but institutions are not doing enough to prepare instructors to meet their needs, says Mary Beth Crum, an online instructor at the University of Wisconsin—Stout and Walden University.

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When Corresponding with Students via E-mail, It Pays to Save

We all have students every course that send us e-mails. Some provide us with information. Some provide us with “excuses”. Some question our instructions. Some question our syllabus and/or course requirements. Some have complaints. Some want “special” treatment. Some feel others have received “special” treatment. In most cases, they want “satisfaction.” And, if you don’t provide this satisfaction, they will go higher to achieve this satisfaction. They will go to your program coordinator the department chair, or dean, or vice president, or even the president.

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