An Analysis of Team vs. Faculty-Based Online Course Development: Implications for Instructional Design
Quarterly Review of Distance Education Volume 3, Number 4, ISSN 1528-3518
Discussion of instructional design for distance education compares team-based and faculty-driven design approaches based on three online graduate degree programs in two disciplinary areas. Discusses design considerations for online graduate distance education, including needs analysis, content and task analysis, and media selection and design; and considers the expanded faculty roles in design. (Author/LRW)
Hawkes, M. & Coldeway, D.O. (2002). An Analysis of Team vs. Faculty-Based Online Course Development: Implications for Instructional Design. Quarterly Review of Distance Education, 3(4), 431.
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Jim Henry & Jeff Meadows, University of Lethbridge
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
Online Course Development Using the ADDIE Model of Instruction Design: The Need to Establish Validity in the Analysis Phase
Shane Moulton & Jane Strickland, Idaho State University, United States; Al Strickland, Idaho State University (retired), United States; Jerry White, Federal Bureau of Investigation (retired), United States; Lauralee Zimmerly, Idaho State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2046–2054
Taft Eaker & Mark Johnson, Advanced Learning Technologies, United States
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 4202–4205
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