scholarly journals Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design

2021 ◽  
Vol 12 (2) ◽  
pp. 93-110
Author(s):  
Mary Jo Dondlinger
Keyword(s):  
Course Design ◽  
Instructional Methods ◽  
Online Course ◽  
Master's Program ◽  
Graduate Course ◽  
Online Course Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Regional University ◽  
Design Case

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

scholarly journals Games and Simulations for Learning: A Course Design Case

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Mary Jo J Dondlinger
Keyword(s):  
Instructional Design ◽  
Course Design ◽  
Learning Technologies ◽  
Design And Technology ◽  
Degree Programs ◽  
Graduate Course ◽  
Regional University ◽  
Design Case ◽  
Pilot Implementation ◽  
Games And Simulations

Research on games and simulations for learning in the last decade has expanded the instructional design knowledge base to such an extent that degree programs in instructional design and technology are beginning to develop and offer courses on games and simulations as learning technologies. This design case chronicles the context, design decisions, and designer/instructor observations from the pilot implementation of a graduate course on Games & Simulations for Learning for a masters program in educational technology at a regional university in the southwestern United States.

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 Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

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.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

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