Seaman & Tinti-Kane (2013). Social media for teaching and learning.

“Concerns about privacy, both for themselves and for their students, and about maintaining the class as a private space for free and open discussion, have been at the top of the list of concerns in all of the reports. Until faculty feel that this issue has been addressed, the wide-scale adoption of commercial social media tools in the classroom will remain limited. Concerns about the integrity of student submissions also cast a shadow on the adoption of these tools.” (p 3)

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Friedman (2014). The MOOC Revolution That Wasn’t.

“Only half of those who signed up watched even one lecture, and only 4 percent stayed long enough to complete a course. Further, the audience for MOOCs already had college degrees so the promise of disrupting higher education failed to materialize. The MOOC providers argue that completion of free courses is the wrong measure of success, but even a controlled experiment run by San Jose State with paying students found the courses less effective than their old-school counterparts.”

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Eldridge & Cranston (2009). Managing transnational education: Does national culture really matter?

“The findings suggest that, in the case of transnational education partnerships between Australian and Thai universities, managers believe national culture affects both the academic and operational management of their transnational higher education programs.” (p 67)

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Kinasevych (2009). Student involvement in instructional improvement: Considerations and methods for total quality management and quality circles.

The key focus of this paper will be to consider the role and participation of stakeholders in post-secondary education in implementing a quality circle approach for teaching and learning feedback. To arrive at that discussion, this paper will consider several shortcomings of existing methods of evaluation of teaching, particularly those of anonymous, summative student surveys often called student evaluation of instruction (Merritt, 2008).

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