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Top Ten Online Instructional Strategies Preferred By Students, Firm Faith Watson
Top Ten Online Instructional Strategies Preferred By Students, Firm Faith Watson
Firm Faith Watson, Ph.D.
Presenters will describe the top ten instructional strategies that emerged from the qualitative responses from over 600 master’s students who answered a dissertation survey question: What specific things would you like your online instructors do to help you learn successfully? The presentation will relate these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric. Examples of student feedback will be provided, highlighting students’ voices in their preferences.
Designing An Online Course That Promotes Deep Learning, Firm Faith Watson
Designing An Online Course That Promotes Deep Learning, Firm Faith Watson
Firm Faith Watson, Ph.D.
Deeper learning, Online learning, Distance Education, Course design, Instructional strategies, Online students, Online courses, Online instructors, Online course designers, Backward course design; Dick and Carey model; Gagné’s events of instruction; Quality Matters rubric; Bloom’s taxonomy of learning
Unpacking The Influence Of Online Students’ Perceived Course Satisfaction/Dissatisfaction On Their Performance, Firm Faith Watson, Debra Ferdinand-James
Unpacking The Influence Of Online Students’ Perceived Course Satisfaction/Dissatisfaction On Their Performance, Firm Faith Watson, Debra Ferdinand-James
Firm Faith Watson, Ph.D.
To what extent do online students perceive that their satisfying and dissatisfying online course experiences influenced their online course performance? Answering this question bears significance, given the escalating number of higher education online courses and programs, in which student satisfaction is underscored as a quality indicator (Allen, Seaman, Poulin, & Straut, 2016; Quality Matters, 2014). The significance of including students’ voices for informing enhancements to online course design and development continues to gain researchers’ attention in this fastest growing course modality in higher education (Clinefelter & Aslanian, 2016; Jacobi, 2016; Shattuck, 2015). Unlike their counterparts in traditional face-to-face classes, …