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Design and Implementation of an Online Graduate Course: Suggestions for Success
PROCEEDINGS

, , University of Nevada, Reno, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Increasingly, universities offer online courses to both undergraduate and graduate students. Advantages to such offerings include availability; flexibility; and the ability to learn at home, on vacation, or in any other convenient location (Minotti, 2002). There also are a number of disadvantages that involve the following: (a) greater time commitment for both students and instructors than for face-to-face classes, (b) lack of facilitation and personal commitment to students by the instructor, (c) technical problems, (d) lack of quality interactions between students and between students and the instructor, (e) lack of clarity of learning materials, (f) lack of precise descriptions and presentation of learning activities, and (g) lack of pedagogical knowledge in the use of technology by instructors teaching online courses (Maor, 2006; Minotti, 2002; Smith-Gratto, 2006). The purpose of this paper is to address each of these criticisms by describing specific strategies that have been used successfully in a completely online graduate class in Educational Psychology.

Citation

Cummings, R. & Maddux, C.D. (2008). Design and Implementation of an Online Graduate Course: Suggestions for Success. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1376-1380). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 21, 2019 from .

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