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Online and Distance Education Commons™
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Full-Text Articles in Online and Distance Education
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Educational Technology Faculty Publications and Presentations
Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, …
Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu
Online Course Design In Higher Education: A Review Of National And Statewide Evaluation Instruments, Sally Baldwin, Yu-Hui Ching, Yu-Chang Hsu
Educational Technology Faculty Publications and Presentations
This research identifies six online course evaluation instruments used nationally or in statewide systems. We examined the characteristics (i.e., number of standards and criteria) and coded the criteria that guide the design of online courses. We discussed the focus of the instruments and their unique features.
Adaptation And Acceptance In Online Course Design From Four-Year College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin
Adaptation And Acceptance In Online Course Design From Four-Year College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin
Boise State University Theses and Dissertations
This study investigated the perspective of tenured and tenure-track instructors at public four-year colleges and universities involved in online course design. Using a classic grounded theory approach, 21 tenured and tenure-track instructors who had designed online courses for public four-year colleges and universities were interviewed about their experience. A pilot study was performed on this subject earlier that tentatively suggested instructors rarely use formal instructional design principles, yet their design tasks show a striking similarity to those formalized in the ADDIE model. In this study, the findings of the pilot study were expanded. Additional data helped develop a theory of …