Publications

This Postsecondary Teaching with Technology Collaborative brief examines how students develop and use self-directed learning (SDL) skills—motivational, metacognitive, and applied learning processes that enable them to sustain effort, reflect on progress, set goals, and adapt their study strategies.

This journal article reviews evidence on adult learners taking online courses, describes online teaching practices that draw on a self-directed learning skills framework, and outlines an evidence-based embedded coaching program that improves student outcomes.

Using clickstream data from five online courses, this article presents preliminary findings from a rapid-cycle evaluation testing the use of videos and prompts as technology-supported instructional strategies designed to improve self-regulated learning in online classrooms.

This Postsecondary Teaching with Technology Collaborative report examines how faculty and staff at nine institutions reconsidered students’ online learning needs in the midst of the pandemic, and it explores how supports were offered to help students strengthen their self-directed learning skills.

This Postsecondary Teaching with Technology Collaborative brief discusses some of the challenges with online teaching reported by STEM instructors, describes a self-directed learning (SDL) framework to address these challenges, and highlights support strategies that can be integrated into teaching practices.

Drawing on quantitative and qualitative data, this report presents findings from research on humanities coursetaking at Michigan community colleges conducted as part of the Strengthening Michigan Humanities project.

This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.

This report describes a project undertaken by CCRC, Education Northwest, and three Oregon community colleges to adapt lesson study for use among faculty teaching a precollege (developmental) quantitative literacy course.

This article argues that by tying instructional improvement efforts to ongoing reforms, colleges may be able to take advantage of structures and mechanisms employed by the reform to make teaching an institutional priority.

This article establishes the importance of adjunct faculty in supporting student success, describes the experiences of adjunct faculty, and offers suggestions for disciplinary societies that seek to meet the needs of adjunct faculty.