Online Learning
Scholarship On Teaching - Topic: Online Learning - 34 results
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The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
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The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
The do's and dont's of civil online communication. Netiquette covers both common courtesy online and the informal "rules of the road" of cyberspace. This site provides links to both summary and detail information.
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An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
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An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
An extensive, authoritative site on learning theory and distance education, constructed by Martin Ryder at the University of Colorado at Denver, School of Education. Lots of research, definitions, academic papers, philosophical overviews.
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A single page “How-To Guide” from UCLA College Library.
A single page “How-To Guide” from UCLA College Library.
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A single page “How-To Guide” from UCLA College Library.
A single page “How-To Guide” from UCLA College Library.
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Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
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Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
Exhaustive overview to help teachers, administrators, facilitators, and students understand distance education, including: teaching strategies, review of research, the key processes of instructional development, evaluation, profiles of online students, copyright issues, glossary. University of Idaho.
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A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
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A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
A comprehensive set of documents produced by Illinois Online Network (University of Illinois) on such topics as: Assessment, Instructional Design, Course Objectives, Hybrid Courses, Communications, and Intellectual Property Rights
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The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of American’s P-20 system.
That reorganization, though, and the ...
The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of American’s P-20 system.
That reorganization, though, and the ...
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The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of American’s P-20 system.
That reorganization, though, and the underlying effort, will have much to do with reviving the American education system, and reviving a national love of learning. The Edvocate plans to be one of key architects of this revival, as it continues to advocate for education reform, equity, and innovation.
The Edvocate was created in 2014 to argue for shifts in education policy and organization in order to enhance the quality of education and the opportunities for learning afforded to P-20 students in America. What we envisage may not be the most straightforward or the most conventional ideas. We call for a relatively radical and certainly quite comprehensive reorganization of American’s P-20 system.
That reorganization, though, and the underlying effort, will have much to do with reviving the American education system, and reviving a national love of learning. The Edvocate plans to be one of key architects of this revival, as it continues to advocate for education reform, equity, and innovation.
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Podcast Series. For over 15 years, veteran educator Matthew Lynch has written about and researched the field of education. On “The Edvocate Podcast,” he discusses education trends, issues, and futures.
Podcast Series. For over 15 years, veteran educator Matthew Lynch has written about and researched the field of education. On “The Edvocate Podcast,” he discusses education trends, issues, and futures.
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Podcast Series. For over 15 years, veteran educator Matthew Lynch has written about and researched the field of education. On “The Edvocate Podcast,” he discusses education trends, issues, and futures.
Podcast Series. For over 15 years, veteran educator Matthew Lynch has written about and researched the field of education. On “The Edvocate Podcast,” he discusses education trends, issues, and futures.
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University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
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University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
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A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning.
A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning.
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A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning.
A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning.
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Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
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Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
Data and analysis-rich article (2003) in “Educause,” an education journal, focused especially on the “millennial generation” and computer technology. The author discusses how the learning styles, attitudes, and aptitudes of today's "new students" vary depending on age, experience, and preferences, requiring colleges and universities to find a variety of ways to meet students' expectations.
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Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
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Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?
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Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
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Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.
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Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
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Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
Developed by California State University, Chico, to offer several rubrics to assess various aspects of the design and instruction of online courses: organization and design; learner support, assessment, use of student feedback, etc.
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Developed by The San Diego State University College of Education.
Developed by The San Diego State University College of Education.
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Developed by The San Diego State University College of Education.
Developed by The San Diego State University College of Education.
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Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
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Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
Frost and Stommel capture a 14-minute YouTubevideo of a collaborative writing session on Google Docs (now Google Drive). In the accompanying blog post, they offer suggestions for assigning collaborative writing to students, along with persuasive arguments about the pedagogical goods of collaborative writing.
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In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
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In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
In an attempt to build a better "intensive course," Torma "does the math" on credit hours, student-directed learning, and instructor-directed learning. This piece provides a helpful framework for anyone working through "seat hour" issues regarding fully online courses, blended/hybrid courses, face-to-face "intensives," or other game-changing learning contexts.
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Course Management System (CMS) that helps you create an on-line learning site.
Course Management System (CMS) that helps you create an on-line learning site.
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Course Management System (CMS) that helps you create an on-line learning site.
Course Management System (CMS) that helps you create an on-line learning site.
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A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
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A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
A list of faculty development-related people and organizations tweeting on issues of technology in higher education.
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Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
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Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
Video. Extended video presentations, from the Merlot Elixer Initiative, showing faculty from a variety of disciplines (foreign language, math, teacher education, and educational leadership) analyzing what happens to classroom learning when you utilize a combination of virtual and physical learning environments (hybrid formats and contexts).
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A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
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A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.
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This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
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This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
This online journal and website combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It is a networked, participant-driven, and open peer reviewed journal that is both academic and collective.
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The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
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The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
The Journal of Online Teaching and Learning (JoLT) publishes the detailed results of a study. Briefly: student outcomes are better across the board when taught by FT faculty over adjunct faculty.
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A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
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A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
A library of practical ideas and suggestions for achieving the “Seven Principles of Good Practice in Undergraduate Education” through the online environment.
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Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
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Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
Teaching Learning, and Technology – a non-profit corporation that helps educational institutions make appropriate use of information technology through workshops, external evaluation, consulting, assessment tools, specialized tools and guides, institutional subscription programs, webcasts and online workshops, free resources and publications.
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Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
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Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
Podcast Series. A podcast exploring conversations of Critical Digital Pedagogy, listening for ways to empower students and champion learning. It’s hosted by Chris Friend from Saint Leo University. It’s the aural side of Hybrid Pedagogy—a digital journal of learning, teaching, and technology.
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A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
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A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
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Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end.
Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end.
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Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end.
Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end.
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Offers a peer-review approach to quality assurance and continuous improvement in online education. Range of fee-based services.
Offers a peer-review approach to quality assurance and continuous improvement in online education. Range of fee-based services.
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Offers a peer-review approach to quality assurance and continuous improvement in online education. Range of fee-based services.
Offers a peer-review approach to quality assurance and continuous improvement in online education. Range of fee-based services.
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Podcast. Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
Podcast. Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
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Podcast. Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
Podcast. Doe Daughtrey talks to Kevin Whitesides about online communications technologies that provide new opportunities and challenges for the creation of alternative learning environments and how they differ in significant ways from traditional face-to-face environments.
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An occasional course offered online (with registration fee) by the University of Wisconsin (Madison) Continuing Studies -- who helped develop the Wabash Center’s occasionally offered Workshop For Theological Faculty Teaching Online. “In this course, you’ll gain a gain a basic overview of the knowledge and skills you need to teach in the online environment, contextualized for ...
An occasional course offered online (with registration fee) by the University of Wisconsin (Madison) Continuing Studies -- who helped develop the Wabash Center’s occasionally offered Workshop For Theological Faculty Teaching Online. “In this course, you’ll gain a gain a basic overview of the knowledge and skills you need to teach in the online environment, contextualized for ...
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An occasional course offered online (with registration fee) by the University of Wisconsin (Madison) Continuing Studies -- who helped develop the Wabash Center’s occasionally offered Workshop For Theological Faculty Teaching Online. “In this course, you’ll gain a gain a basic overview of the knowledge and skills you need to teach in the online environment, contextualized for those teaching in a theological setting. Key topics include online course models, characteristics of online learners, understanding your role as an online instructor, how to plan content and learning activities, and strategies to manage courses.”
An occasional course offered online (with registration fee) by the University of Wisconsin (Madison) Continuing Studies -- who helped develop the Wabash Center’s occasionally offered Workshop For Theological Faculty Teaching Online. “In this course, you’ll gain a gain a basic overview of the knowledge and skills you need to teach in the online environment, contextualized for those teaching in a theological setting. Key topics include online course models, characteristics of online learners, understanding your role as an online instructor, how to plan content and learning activities, and strategies to manage courses.”
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One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
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One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
One of the chief tenets for a successful and engaging online course is the development of an effective system that provides ongoing student interaction. Short essay with concrete suggestions for creating, sustaining, and assessing students’ online threaded discussions.
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An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
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An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
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Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
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Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
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Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.
Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.
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Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.
Chronicle of Higher Ed offers a time line, with links, of the controversial resignation and reinstatement of University of Virginia's president Teresa Sullivan. At the heart of the controversy is disagreement between the school's Board of Visitors and President Sullivan regarding the pace and manner of adopting online learning.