Improving interdisciplinary online course design through action learning: a chinese case study

2021 ◽  
pp. 1-16
Author(s):  
Na Li ◽  
Qian Wang ◽  
Jiajun Liu ◽  
Victoria J. Marsick
Keyword(s):  
Course Design ◽  
Action Learning ◽  
Online Course ◽  
Online Course Design ◽  
Chinese Case

Student Epistemic Beliefs as a Catalyst for Online Course Design

2011 ◽  
pp. 177-199
Author(s):  
Samuel S. Conn ◽  
Simin Hall ◽  
Michael K. Herndon
Keyword(s):  
Undergraduate Student ◽  
Course Design ◽  
Student Population ◽  
Epistemic Beliefs ◽  
Online Course ◽  
Course Development ◽  
Online Course Design

The construct of this chapter (a research-based case study) provides detail regarding the analysis of research on undergraduate student epistemic beliefs to develop and apply a rubric for eLearning course development (Hannafin & Hill, 2007). According to Ravert and Evans (2007), students have differing epistemic beliefs regarding the nature of knowledge and knowing. In this chapter, the authors provide a methodology for determining the epistemic beliefs of a given student population and application of the findings in online course construction and pedagogy.

Online course design structure and interface

2021 ◽  
Vol 2021 (169) ◽  
pp. 15-33
Author(s):  
Penny Ralston‐Berg ◽  
Heather Braatz
Keyword(s):  
Course Design ◽  
Online Course ◽  
Online Course Design ◽  
Design Structure

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

Use of Felder and Silverman learning style model for online course design

2018 ◽  
Vol 67 (1) ◽  
pp. 161-177 ◽  
Author(s):  
Moushir M. El-Bishouty ◽  
Ahmed Aldraiweesh ◽  
Uthman Alturki ◽  
Richard Tortorella ◽  
Junfeng Yang ◽  
...  
Keyword(s):  
Learning Style ◽  
Course Design ◽  
Online Course ◽  
Online Course Design

scholarly journals 9. Quality Matters: A Faculty-Centred Program to Assure Quality in Online Course Design

2011 ◽  
Vol 3 ◽  
pp. 49 ◽  
Author(s):  
Kay Shattuck
Keyword(s):  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Research Literature ◽  
Quality Assurance Program ◽  
Online Course ◽  
Design Standards ◽  
Online Course Design ◽  
Quality Matters

One of the dilemmas faced by today’s faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

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