trends

Big Data: What It Is, and How You Can Use It

As you think about your courses for next term, you may be considering how you can incorporate relevant current content from social media, government resources, photo and video websites, wikis, and other sources into your lectures, presentations, and assignments. Such content keeps your course up to date and helps students make a connection between the concepts you cover in class and the experiences they have outside those classroom walls. However, the sheer breadth and depth of that content can be overwhelming. How and where do you begin capturing this deluge of information, and then implement its use in a Read More…


Cloud-Based Tech Resources for the Classroom

More and more instructors are taking their students to the cloud. Are you? For those new to the cloud, we’ll first offer a quick definition. Per Kenneth Baldauf and Ralph M. Stair’s Succeeding with TechnologyFourth Edition, “Cloud computing utilizes Internet-based service providers to deliver information and computing services, including software, business systems, and data storage, for business and personal use” (p. 307). Cloud-based technology resources also offer the benefit of simple, Web-based access from a variety of devices, which means that students can participate in the interactive activities and assignments you’ve created for class, with less worry about hardware compatibility, increased technology Read More…


What Is the Future of Accounting Education?

A reporter interviewed me on the changes I see forthcoming in accounting education. I thought these questions and my answers make a good summary for this issue of Trends.
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Best of the Blog: Flipping Your Course

The “flipped classroom” has engendered quite a bit of discussion and experimentation among educators. Therefore, we weren’t surprised to learn that author Beverly Amer’s post “To Flip or Not to Flip: That is the Question” is among the most-read articles at the Cengage Learning Blog. In the post, Amer discusses the benefits of the “flipped classroom” and offers some suggestions for implementing it in your course. She provides a good starting point for anyone who is in the beginning stages of exploring the possibilities this approach offers. Read more about the flipped classroom at the Cengage Learning Read More…


Use Technology to Create a Student-Centered Learning Experience

Guest Contributor: Rochelle Beatty, Program Manager, Cengage Learning Peer-to-Peer Faculty Development and Consulting As time goes by, my students are becoming more and more connected with and savvy about technology. According to a survey of undergraduate college students conducted by ECAR (Grajek, 2011), students today use more technological devices and use them more frequently than in the past. They report that 87 percent of college students in 2011 owned laptops and 53 percent owned desktop computers. As well as a majority having a computer, 55 percent of these students also owned smartphones. As no surprise to me, Read More…


Integrating Technology into My Classroom: One Instructor’s Perspective

So much about my students has changed over the last twenty years, but much remains the same. My students still have a strong desire to succeed and an innate interest in learning. They still miss class, argue over late assignments, groan at the mention of a research paper, and love being actively involved in the learning process. They still challenge and amaze me as they share unique insights and ideas about the topics we’re studying. I still feel like I learn more from my students each semester than they could possibly learn from me. However, my students have changed Read More…


Tools and Technologies for the Flipped Classroom

Over the past few months at the Cengage Learning Blog, we’ve featured a number of posts that address tools and technologies that can be integrated into the “flipped classroom.” Below, we’ve listed a number of them. Review their suggestions, and you’ll garner a wealth of ideas for your course.

    In the video “How Technology is Changing Instruction,”  author Roger Arnold discusses his observations regarding a shift in attitude toward using technology or new models (such as the “flipped classroom”) to deliver — and engage students with — course material.
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Increasing Student Engagement in Workforce Development Programs

An interview with Matthew Seeley, Product Team Manager, Cengage Learning. When you hear the words “workforce development program,” what comes to mind? Do you picture older adults, training for a new profession at a community college, established professionals studying for re-certification exams or taking courses in order to maintain their credentials, or high school students exploring careers and learning new skills? In reality, workforce development programs encompass all of the above scenarios, as well as a host of others. Matthew (Matt) Seeley has been working with teams that create teaching and learning solutions for a wide variety of courses that Read More…


A Closer Look at an Emporium-Structured Developmental Math Course

According to the National Center for Academic Transformation (NCAT), an emporium-model course encourages active, student-centered, and self-directed learning, while presenting opportunity for one-on-one help from the instructors, tutors, and/or teaching assistants who staff the  computer lab. Instead of lectures, students engage in a lab setting that requires hands-on interaction with computer-based tutorials, assessments, and other learning materials. Though this model is generally most frequently seen in mathematics, other disciplines are experimenting with it as well. If you’re intrigued by this idea, but are accustomed to delivering traditional, lecture-based instruction, you may be wondering how such Read More…


Measuring the Impact of Course Redesign

As you engage in the process of course redesign, you’ll need to develop a means of identifying and communicating your successes. How do you measure the impact of your work? And how do you prove that your efforts have made a difference among students, faculty, and the institution as a whole? In the recent webinar “Assessing Learning and Cost in Course Redesign,” Dr. Carolyn Jarmon, Vice President of the National Center for Academic Transformation (NCAT), shares some of the methods that institutions have used to assess the impact of course redesign on student learning and instructional costs. Read More…