Abstract
This session examines what factors seem to make the difference when research favors online instruction as the media alternative to traditional teaching modalities (Zhao, Let, Yan, &Tan, 2005). The scholarship and reviews about the power of online learning will begin the session, providing a framework for examining scholarship, theory, and results. Discussion will focus on a short list of factors identified from research studies. These will be compared to online learning standards. A case example will provide a springboard for discussion and more examples of factors of integrated course design, learning goals and activities, and feedback and assessment (Fink, 2007) that account for the success of online learning.
Location
Room 2911
Recommended Citation
Goodson, Ludwika (Ludy) and Ahn, InSook, "The Power of Course Design" (2009). SoTL Commons Conference. 43.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/43
Handout 1
Power_of_course_design.handout2.pdf.doc (28 kB)
Handout 2
The Power of Course Design
Room 2911
This session examines what factors seem to make the difference when research favors online instruction as the media alternative to traditional teaching modalities (Zhao, Let, Yan, &Tan, 2005). The scholarship and reviews about the power of online learning will begin the session, providing a framework for examining scholarship, theory, and results. Discussion will focus on a short list of factors identified from research studies. These will be compared to online learning standards. A case example will provide a springboard for discussion and more examples of factors of integrated course design, learning goals and activities, and feedback and assessment (Fink, 2007) that account for the success of online learning.
