Search results for author:"David Rausch"
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An Authentic Assessment Method for Demonstrating Competency Domains in a Learning and Leadership Doctoral Program
Elizabeth Crawford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 435–440
Through this presentation, we will share how a doctoral program combines the best of a theory based program and an applied program. Participants work within their professional practice environment underpinned with the theoretical constructs of the...
Topics: Instructional Design, Evaluation, Competencies, Implementation Examples & Issues
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Student Learning Outcomes and Rubric Application in the LMS: Graduate culminating projects (theses, dissertations, and more)
Elizabeth Crawford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 181–186
Unlike a traditional course with specific content as well as directed reading material and assignments, a capstone, thesis, or dissertation often begins as a broad individualized journey of research and inquiry, often delivered via an e-learning...
Topics: Implementation Examples & Issues, Designing, Developing, and Assessing E-Learning, Assessment, Evaluation, Learning Outcomes
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Authentic Assessment of Competency Demonstration Using Digital Artifacts, Documentation, and Portfolios
Elizabeth Crawford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1485–1490
Many undergraduate and graduate programs use a digital portfolio process as an assessment method for demonstration of competence. Our competency based programs combine theory with application to professional practice. Students work within their...
Topics: Evaluation, Tools & Systems, Implementation Examples & Issues
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Hybrid Delivery Classroom Model: Revised and re-aligned for enhanced student learning success
Elizabeth Crawford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 320–325
As use of online tools for information sharing increases, researchers continue to review and analyze hybrid models for instructional delivery of higher education as an enhanced alternative to both traditional face-to-face and online only delivery...
Topics: Instructional Design, Implementation Examples & Issues
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Implementing The Hybrid Delivery Classroom: A Model for Hybrid - Blended Learning
David Rausch; Elizabeth Crawford
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 915–921
UTC’s Learning and Leadership Doctoral Program, begun in 2005, has reviewed, revised, and refined program delivery to build and enhance learning communities through an effective and efficient mix of both face-to-face and online instruction. Since...
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Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction
David Rausch; Elizabeth Crawford
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 972–977
Over the past three years, UTCs Learning and Leadership Doctoral Program has reviewed, revised, and refined delivery methodology to build and enhance learning communities through an effective and efficient mix of both face-to-face and technology...
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Hybrid Learning Model: Best Practice in Doctoral Level Learning
Elizabeth Crawford; David Rausch
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 102–108
With recent interest in communities of practice, critical inquiry, and learning communities; and the increasing global use of online instruction, we have developed, implemented and begun to analyze the relationship of community and cohorts...
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Enhancing Student Learning Outcomes and Assessment through Alignment and LMS Delivery
Elizabeth Crawford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 160–164
In 2013, the University of Tennessee at Chattanooga (UTC) embarked on a curriculum mapping process for all programs and courses. During this in-depth campus-wide initiative, all program level outcomes were reviewed and mapped within courses to...
Topics: Performance and outcome assessment, Evaluating for quality improvement, Course, program, project, and other forms of evaluation
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Cohorts, Communities of Inquiry, and Course Delivery Methods: UTC Best Practices in Learning--The Hybrid Learning Community Model
David W. Rausch; Elizabeth K. Crawford
Journal of Continuing Higher Education Vol. 60, No. 3 (2012) pp. 175–180
From the early 1990s to present, the practice of cohort-based learning has been on the rise in colleges, universities, organizations, and even some K-12 programs across the nation. This type of learning model uses the power of the interpersonal...
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Preparing Faculty for Successful Instruction in Today’s Classroom
Valerie Rutledge; Elizabeth Crawford; Dawn Ford; David Rausch
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 317–322
Frequently the success of a student is directly related to the practices of the instructor. In-depth knowledge of a subject does not automatically lead to effective learning. Faculty who present challenging learning environments are often cited as...
Topics: faculty development