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ERIC Number: EJ1109111
Record Type: Journal
Publication Date: 2014-Nov
Pages: 19
Abstractor: As Provided
ISSN: EISSN-2334-4822
Sequential Online Course Redesign: When "It Just Takes Time" Works No Longer
Shaker, Genevieve G.; Nathan, Sarah K.; Dale, Elizabeth J.
To Improve the Academy, v33 n2 p220-238 Nov 2014
Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students' challenges with technology and workload, benefits of cross-course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A