The Imperfect Art of Designing Online Courses

Autor/in	Berrett, Dan
Titel	The Imperfect Art of Designing Online Courses
Quelle	In: Chronicle of Higher Education, (2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Measures (Individuals); Distance Education; Online Courses; Virtual Classrooms; Instructional Design; Higher Education; Proprietary Schools + Suchen Sie Ihr Suchwort? Messdaten; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Growing pressure to provide more virtual instruction is spurring efforts to design large courses that balance standardization of content with flexibility for instructors. Each course uses a common template, which sets out lesson objectives, lecture material, practice activities, and assessments. The process results in a single version of each course, which assures a college that its curriculum is up to date and well integrated with other courses. Colleges in the for-profit sector use a similar model for revising and creating courses, although the notion of scale can have a different meaning. Kaplan University, for example, tries to view scale in educational terms. A course title with multiple sections and multiple instructors typically enrolls 1,000 to 2,000 students at a time. The high volume of students in the same course allows Kaplan to assign about 100 students to demographic subgroups, such as race, ethnicity, level of parents' education, or prior academic success, and then study the data to spot any differences that may emerge. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; Tel: 202-466-1000; Fax: 202-452-1033; e-mail: circulation@chronicle.com; Web site: http://chronicle.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10