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Differentiating the Graduate Curriculum Combining IT, Collaboration and Deep Learning
PROCEEDINGS

, University of Memphis, United States ; , Union University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Instructional technology can be a key differentiator for colleges and universities as they confront the challenges of the 21st century which includes the demand for distinctive student learning. Findings from an ongoing study of student assessment of web-enabled graduate courses suggest that instructors who utilize the capabilities of emerging technologies for course innovation and collaborative inquiry provide a distinctive student learning experience. This paper provides a look at evolving course design, integration of theory and practice, a comparative study of assessment results for class, department, and institution, results of a study of student perception of web-enabled course effectiveness, and suggested critical success factors.

Citation

Penrod, J. & Perry, B. (2004). Differentiating the Graduate Curriculum Combining IT, Collaboration and Deep Learning. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1425-1430). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 29, 2020 from .

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