CFD Technology Integration & Online Learning Flashcards

In the Community of Inquiry (CoI) framework, which presence is defined as the design, facilitation, and direction of cognitive and social processes for educational outcomes?

Answer: Teaching Presence

Teaching Presence in the CoI framework encompasses the instructor's role in designing the course structure and facilitating discourse toward meaningful learning outcomes.

Which e-learning standard ensures that course content packages created in one LMS can be imported and tracked in another without data loss?

Answer: SCORM or xAPI (Tin Can)

SCORM and xAPI are interoperability standards that define how learning content communicates completion, scores, and learner data across different LMS platforms.

A faculty developer wants to help instructors use data to improve online courses mid-semester. Which LMS feature provides the most actionable real-time information about student engagement?

Answer: Learning analytics dashboards showing login frequency, page views, and discussion activity

Learning analytics dashboards aggregate behavioral data in real time, allowing instructors to identify disengaged students and intervene before they fall behind or withdraw.

Which copyright provision allows faculty to use limited portions of copyrighted works in online courses without obtaining explicit permission?

Answer: The TEACH Act (Technology, Education and Copyright Harmonization Act)

The TEACH Act specifically addresses the use of copyrighted materials in distance education, outlining conditions under which instructors may transmit content without prior permission.

When designing asynchronous online discussions to promote deep learning, which strategy most effectively moves students beyond surface-level responses?

Answer: Posing higher-order questions and requiring students to synthesize multiple peers' posts

Higher-order discussion prompts that require synthesis of multiple perspectives push students toward analysis and evaluation, fostering deeper cognitive engagement.

Which approach to faculty development best supports sustainable integration of new technology tools into teaching practice?

Answer: Embedded, ongoing coaching that connects tool use to specific pedagogical goals

Ongoing coaching that ties technology use to clear instructional goals leads to lasting adoption because faculty see direct relevance to their teaching challenges.