Conquering the Content: A Blueprint for Online Course Design and Development, Second Edition is a highly practical guide to creating online courses. With guidance on incorporating learning theory into online course content, as well as a host of templates, learning guides, and sample files, this book furnishes instructors and instructional designers with the information and tools they need to design and develop their course content to better serve online students.
Teaching Online presents instructors with a thoughtful synthesis of educational theory, research, and practice as well as a review of strategies for managing the instructional changes involved in teaching online.
This essential guide offers targeted suggestions for dealing with such critical issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community.
Designed for instructors and instructional designers, Motivating and Retaining Online Students is filled with empirical research from the authors' study of motivation and retention strategies that can reduce online learner dropout. Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and informal student support strategies, the book provides effective online strategies that help minimize student dropout, increase student retention, and support student learning
In this program, a literature teacher argues the benefits of on-line learning, while her department chairperson presents arguments against it. Methods used to conduct an effective on-line "class" are demonstrated using state-of-the-art software.
Utilizing the principles of Universal Design for Learning, this program takes viewers into classrooms where low- to mid-tech AT solutions are helping students with disabilities to become confident, independent learners. The video covers auditory process supports, fine-motor and writing supports, and reading supports.
Massive open online courses, or MOOCs, that anyone can take from anywhere in the world are the future of higher education or the vehicle of its demise, depending on your perspective. Hari Sreenivasan talks with the man who first created the MOOC, professors who say they undermine the goals of a college education and others who see a way the college classroom and the new online format can be blended.
A resource for post-secondary faculty and instructors in Ontario to find the latest information on new technology and new developments in online learning, as well as practical tools and resources to help them integrate technology in their teaching in a way that improves the learning experience for their students.
As important as group projects have proven in conventional learning, they are rarely used in online education courses. This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.
This article presents the results of a three-year study of graduate and undergraduate students' level of satisfaction with online instruction at one university. Overall, students rated their online instruction as moderately satisfactory, with hybrid or partially online courses rated as somewhat more satisfactory than fully online courses. "Convenience" was the most cited reason for satisfaction. "Lack of interaction" was the most cited reason for dissatisfaction.
This study investigates how evaluation instruments used in higher education assess the "Seven Principles for Good Practice in Undergraduate Education," and what other items are addressed in the evaluation of courses.