An Overview of Faculty-Centered, Peer-Reviewed Online Course Development Models for Application within Accredited Institutions of Higher Education
| dc.contributor.author | Mears, Linda | |
| dc.date.accessioned | 2011-07-07T17:38:17Z | |
| dc.date.available | 2011-07-07T17:38:17Z | |
| dc.date.issued | 2011-07-07 | |
| dc.description | This paper was completed as part of the final research component in the University of Oregon Applied Information Management Master's Degree Program [see htpp://aim.uoregon.edu]. | en_US |
| dc.description.abstract | The engagement of faculty in development, course design, and peer review is central to quality online instruction. Thirty refereed case studies of standards-driven online course development in higher education since 2004 are annotated and analyzed for common principles, procedures, or recommended practices. Discussion explores strategic planning for faculty and online administrators, including four phases of implementation, faculty support needs, barriers to engagement, and instructional and technology characteristics faculty must weigh carefully in specific pedagogical designs. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/11398 | |
| dc.language.iso | en_US | en_US |
| dc.relation.ispartofseries | AIM Capstone 2011;Linda Mears | |
| dc.subject | Online instruction | en_US |
| dc.subject | Online course development models | |
| dc.subject | Courseware design | |
| dc.subject | Online pedagogy | |
| dc.subject | Higher education online academic programs | |
| dc.subject | Online faculty engagement | |
| dc.subject | Applied Information Management | |
| dc.subject | AIM | |
| dc.subject | Data | |
| dc.title | An Overview of Faculty-Centered, Peer-Reviewed Online Course Development Models for Application within Accredited Institutions of Higher Education | en_US |
| dc.type | Other | en_US |