New technology. The qualification of vendors for CBE course design and development

1983 ◽  
Vol 22 (8) ◽  
pp. 40-44
Author(s):  
Suzanne E. Sax
Keyword(s):  
Course Design ◽  
New Technology ◽  
Design And Development

scholarly journals Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

2021 ◽  
Vol 30 (2) ◽  
pp. 63
Author(s):  
Patricia Danyluk ◽  
Amy Burns
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
New Technology ◽  
Course Delivery ◽  
Full Time ◽  
Online Environment ◽  
Faculty Position ◽  
Post Secondary ◽  
Additional Work

The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this chapter as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

scholarly journals Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Mei Jiang ◽  
Julia Ballenger ◽  
William Holt
Keyword(s):  
Educational Leadership ◽  
Instructional Strategies ◽  
Doctoral Students ◽  
Course Design ◽  
New Technology ◽  
Guided Practice ◽  
Statistics Instruction ◽  
Learning Success ◽  
Statistics Course ◽  
Online Statistics

In the past several decades, higher education has witnessed exponential growth of online learning, as well as the need for it. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide students with self-paced flexibility at their convenience. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students’ learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students’ needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&A sessions, guided practice and activities, helped make the textbook information more real-world and connected the elements of statistics to application.

scholarly journals Teaching Naked: How Moving Technology Out of Your College Classroom will Improve Student Learning

2014 ◽  
Vol 6 ◽  
Author(s):  
Jose Bowen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Mental Models ◽  
Course Design ◽  
New Technology ◽  
Student Preparation ◽  
Face To Face ◽  
Class Time ◽  
Online Quizzes ◽  
Improve Student Learning

Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increase student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content but need better ways to interact with material before every class. By using online quizzes and games, rethinking our assignments and course design, we can create more class time for the activities and interactions that most spark the critical thinking and change of mental models we seek.

Fundamentals of Course Design and Development

2020 ◽  
pp. 84-113
Author(s):  
Daniel Hillman ◽  
Robert Schudy ◽  
Anatoly Temkin
Keyword(s):  
Course Design ◽  
Design And Development

scholarly journals Design and Implementation of Multidimensional Interaction in Online English Course under the Assistance of Omnimedia

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ming Cao
Keyword(s):  
Class Number ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
New Technology ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
Offline Learning ◽  
Teaching Concept ◽  
Network Platform

The method of multidimensional interaction in online teaching and learning requires teachers to harness the techniques of omnimedia and have an overall course design to achieve similar results as offline learning. Supported by QQ, Lanmo Cloud Class, and WeChat platforms, online English courses implement multidimensional interaction method to enhance language communication. This method compensates for the inefficacy of online teaching and learning which falls short of face-to-face interaction and considers the needs of students. The quasiexperimental study sampled 66 freshmen English major students in an ordinary college via Integrated English Online Course for three months. By using T-test of SPSS 26.0, statistics showed that there were significant differences between the experimental class (Number 35) and the control class (Number 31) in students’ feedback ( p = 0.044 , < 0.05 ) and the results of their final examinations ( p = 0.049 , < 0.05 ). The results indicated that multidimensional interaction in online English course under the assistance of omnimedia appeared effective. It also reflected that both teachers and students should grasp the skills of using new technology and make good use of omnimedia network platform. Teachers need to change traditional teaching concept to student-centered and create effective teaching design while students need to overcome the discomfort and actively engage in online learning to achieve the goals.

Sign in / Sign up

Export Citation Format

Share Document