2 |
Register at the submission site. Please include as much
information as possible, including your biography and most current contact
information. All corresponding authors need to also be registered,
however, this can be completed at a later stage. Sloan-C elected to use a
robust, third-party call for paper and abstract management service. Please keep
in mind that once you have registered, or submitted a paper, all
conference-related information can be found here at the Sloan-C Blended
conference website.
Once registered, return to this site to
complete your submission.
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3 |
Begin the submission process by selecting your track
below.
| Track: |
Description |
Teaching and Learning |
Proposals submitted to this track should address the many facets of blended
teaching and learning with an emphasis on evidence-based pedagogical practice.
Proposals should focus on innovations in blended program design(s) and blended
teaching practices that demonstrate learning effectiveness, generalizable
concepts, and scalable practices. Submissions must focus on opportunities and
challenges specific to blended learning. Those focusing solely on online
teaching will not be reviewed.
Topics may include:
- Pedagogical strategies that enhance learning
- Integration of activities across online and face-to-face components
- Assessing student learning in blended environments
- Course redesign best practices
- Emerging technologies for blended teaching
- Use of open educational resources
|
Research |
Proposals submitted to this track should focus on research methods and
evaluation outcomes in blended learning. In particular, proposals should provide
innovative approaches and methods for evaluating technology-based blended
instruction, such as analytics, survey methods, and institutional data protocols
that might be incorporated into summative and formative studies in a wide range
of blended learning contexts. Please note that proposals submitted to this track
must focus on research, which would potentially include research design,
methods, or results.
Topics may include:
- Access
- Scale
- Learning effectiveness
-
Faculty/teacher satisfaction
- Student satisfaction
- Research design (quantitative or qualitative)
- Instrumentation design
- Survey methods
- Institutional methodologies
- Evaluation models
- Learner analytics
|
Student Support |
Proposals submitted to this track should focus on issues and/or solutions
surrounding the provision of academic, technical, and social support for blended
learners. Student support is critical to the success of students in blended
courses and programs, and these students have unique needs in terms of how,
when, and where they receive assistance. For example, institutions, programs,
and instructors need to provide flexibility for students who require support
services, and student support mechanisms must often be transformed into online,
anytime, anywhere formats.
Topics may include:
- Student services
- Library services
- Tutoring services
- Advising and counseling and career services
- Recruiting
- Community building, governance and engagement
- Student orientation
- Increasing access and retention
- Services for students of diverse needs including ADA adherence
- Digital literacy
- Academic integrity (plagarism, etc.)
|
Faculty Development and Support |
Proposals submitted to this track should address approaches to and models of
faculty development and support specific to blended teaching and learning with
an emphasis on research-based best practices, effectiveness, efficiencies, and
scalability. Proposals must focus on the opportunities and challenges specific
to blended learning faculty support and development. Those focusing on solely on
fully online faculty development/support will not be reviewed.
Topics may include:
- Strategies to engage blended faculty and address faculty motivation
- Blended learning faculty development models
- Support for faculty innovation
- Research-driven approaches to blended faculty development and support
- Effective blended course design/redesign models
- Blended learning instructional design strategies and approaches
- Building blended learning faculty communities of practice
- Best practices in blended faculty development, training, and support
- Quality assurance in blended faculty support and development programs
- Promoting the production and use of open educational
resources
|
Leadership and Administration |
Proposals submitted to this track should directly relate to the role of
institutional leadership for the strategic implementation of blended learning to
meet institutional goals. Blended learning is transforming all aspects of higher
education. However, blended learning is also one way that higher education
institutions are responding to social change. Proposals for this track should
focus on blended learning benefits, models, and effective institutional
practices. Proposals may also focus on blended learning governance, policy,
strategy or programs, and should be supported by examples of practice.
Topics may include:
- Blended programs and offerings designed to reduce the cost of education by
providing flexible degree options
- Blended professional programs and offerings for working adults
- Blended programs and offerings to increase retention of working
students
- Blended programs and offerings to increase enrollment capacity in
high-demand general education courses
- Blended programs and offerings to decrease time to degree for current
students
- Dual enrollment strategies for systems, community college and high school
students
- Models that use Open Education Resources to reduce the cost of
education
- Models that utilize MOOCs to blend curriculum
- Successful examples of the use of learning analytics to promote student
success
- Campus initiatives to prepare students to learn online
- Institutional strategies that maximize enrollment with existing physical and
human resources
- Institutional strategies using blended learning as a recruitment
opportunity
- Institutional strategies for online advising
- Communication and marketing plans for student/faculty information
- Leveraging online programs to create blended campus programs
- Prior learning assessment and competency based assessment policies
- Sustainable financial models
- Scalability
strategies
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