Assessment E and F2F: Outcome-Driven Course Redesign
Jacqueline Mumford, Walsh University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents a case study addressing the transition of an undergraduate teacher education course from a face-to-face (F2F) delivery mode to an eLearning (E) format. Over a period of three semesters, this study details the evolution of the course design, development and delivery from a traditional format to an online format based on the Quality Matters rubric and “Community of Inquiry” research. This method focused on integrating sound online course media components, as well as facilitating strong online social, cognitive, and teaching presences. After a thorough review of the literature, this study traces the impetus behind the course delivery mode change, as well as design, implementation and evaluation. Through the periodic collection and analysis of data, a list of best practices considerations was developed. Particular emphasis has been placed on the analysis of course efficacy and outcomes.
Mumford, J. (2011). Assessment E and F2F: Outcome-Driven Course Redesign. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 563-568). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).