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With increased enrollment of non-traditional students and concerns about student retention and degree progression, the Seven Principles for Good Practice in Undergraduate Education could serve as a tool for improving course design and delivery within the online learning environment. The participants in this concurrent mixed methods study included 40 education and 68 nursing students. The results of the web-based survey data indicated group differences with the Cooperation among Students and Prompt Feedback subscales. Given professional development, the Seven Principles could be implemented into online courses at little to no cost for an institution to improve student satisfaction, which could lead to increased retention, progression, and graduation.

A collaborative partnership provides school administrators and university researchers an opportunity to evaluate a school-based initiative. Richards Middle School (RMS) in Columbus, Georgia identified school improvement goals and involved university researchers in a collaborative evaluation with implications for strengthening leadership, training, and instructional practices in schools. This article reports initial baseline data for International Baccalaureate and Non-International Baccalaureate 6th grade students and their academic performance and achievement results. An overview of the project and recommendations for further research for students and professional development are also provided in this article. (Contains 2 tables.)

Develops a framework listing ways to create learner connections that includes (1) formative processes initiated by the institute or the learner; (2) aspects of connected learning (curriculum, program design, interpersonal and individual elements); and (3) outcomes (learning, growth and development, institutional). (Contains 54 references.) (SK)

The power of collaborative learning partnerships is the synergy created through productive, meaningful activity. Key elements include trust, respect, self-selection, mutual goals, a belief that the sum is greater than the parts, and complementary qualities. (SK)

Learning partnerships in formal education settings can empower and enrich learners. Learning partnerships experience developmental stages: formation, working together, and developing self-awareness. Successful partners integrate the intellectual and personal aspects of the relationship. (SK)

In collaborative learning partnerships, the relationship is as important as the knowledge sought. Partners in learning, including mentors-proteges and teams, have these characteristics: shared goals, trust, respect, loyalty, complementary qualities, synergy, and valued relationships. (SK)

Successful adult learners integrate school into their lives by focusing on goals, pacing themselves, maintaining harmony among multiple responsibilities, celebrating achievements, and using support systems. Adult educators can help by showing how goals can be achieved, acknowledging students' problems, and providing flexible structures and viable supports. (SK)

Teacher Education Through Open and Distance Learning: World Review of Distance Education and Open Learning, Volume 3, edited by Bernadette Robinson and Colin Latchem. New York, NY: RoutledgeFalmer, 2003. ISBN […]