Search results for: Online courses
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The article examines synchronous and asynchronous teaching and learning in an online graduate education course. Students were analyzed and surveys were conducted to better understand the instruction and learning through each mode. Findings suggest instructional practices for online education emphasizing their strengths and minimizing their weaknesses.
Updated: Feb. 26, 2008
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Updated: Feb. 10, 2008
A prescribed quality assurance process has helped the University of Houston at Clear Lake, Texas, to focus its efforts and prioritize quality in its online courses. This process involves eight quality assurance strategies covering instructional plan review, Web design review, editing, usability and accessibility, sustainability, copyright, infrastructural impact, and content and rigor.
Updated: Jan. 24, 2008