Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment

2021 ◽  
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Course Design ◽  
21St Century Learning ◽  
Online Course ◽  
Online Course Design

Bandwidth and Online Course Design

2021 ◽  
pp. 157-178
Author(s):  
Timothy B. Michael ◽  
Melissa A. Williams
Keyword(s):  
Learning Environment ◽  
Online Instruction ◽  
Online Teaching ◽  
Traditional Instruction ◽  
Course Design ◽  
Online Course ◽  
Online Course Design ◽  
Undergraduate Program ◽  
The Past

This chapter is designed to provide resources and answer questions on two levels. In the first part, the authors present a menu of considerations and challenges that they have experienced when shifting an accredited undergraduate program to a parallel online modality over the past several years. In addition, they offer suggestions for working within the BlackBoard learning environment and give a glossary of commonly encountered online instruction terms. They identify some commonalities between online and traditional instruction that can serve to make newcomers more comfortable adding online teaching to their skill set.

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.

A case study of the successes and challenges of opening a 21st century learning community for elementary students

2016 ◽  
Author(s):  
◽  
Katherine A. Lawson
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
21St Century ◽  
Support Systems ◽  
21St Century Learning ◽  
Model Description ◽  
University Of Missouri ◽  
Stakeholder Perspectives ◽  
Teachers And Parents ◽  
Successes And Challenges

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative study serves as a model description for school districts to learn from the successes and challenges faced by one Midwest American district's launch of an innovative, project-based elementary school learning community. The researcher gathered stakeholder perspectives on the support systems needed to create a successful 21st century learning environment through interviews, focus groups, and archival data. Stakeholders included administrators, teachers, and parents. The support systems analyzed included the learning environment, curriculum and instruction, and professional development. Results suggest that flexibility, learner centricity, and 21st century skills are critical to all measured aspects of this 21st century learning community.

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