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ERIC Number: EJ1152610
Record Type: Journal
Publication Date: 2017-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-8756-3894
Instructional Strategies to Help Online Students Learn: Feedback from Online Students
Watson, Firm Faith; Castano Bishop, Marianne; Ferdinand-James, Debra
TechTrends: Linking Research and Practice to Improve Learning, v61 n5 p420-427 Sep 2017
Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students' learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more substantive responses when solicited, there seems to be limited representation of online master's students' preferences on what instructional strategies work for them. There is paucity in the literature on how these preferred instructional strategies inform existing theoretical and practical frameworks that could impact online learning performance. This article discusses the Top Ten Instructional Strategies preferred by master's students who responded to a dissertation survey question--"What specific things would you like your online instructors do to help you learn successfully?"--and relates these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A