The Targeted Open Online Course (TOOC) Model

Autor/inn/en	Baker, Credence; Gentry, James
Titel	The Targeted Open Online Course (TOOC) Model
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 4 (2014) 1, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Online Courses; Models; Open Education; Open Universities; Higher Education; Enrollment Trends; Enrollment Management; Student Recruitment; Program Descriptions; Program Development; Educational Planning; Institutional Advancement; Educational Strategies; Academic Persistence; Participant Satisfaction; Faculty Development; Elementary School Teachers; Secondary School Teachers; Texas + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Analogiemodell; Offene Erziehung; Offener Unterricht; Offene Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Bildungsplanung; nicht übertragen; Lehrstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In an era of increasingly hyped Massive Open Online Courses (MOOCs) that seem to evoke feelings of both promise and peril for higher education, many institutions are struggling to find their niche among top-tier Ivy League schools offering courses to thousands of participants for free. While the effectiveness of MOOCs in terms of learning outcomes and student persistence is still unclear (see Daniel, 2012; Kirschner, 2012; and Jordan, 2013), one benefit of the trend are the innovative adaptations that smaller-sized, regional institutions have begun testing as alternative in-roads into the MOOC era. The Targeted Open Online Course (TOOC) model allowed one mid-sized regional institution to leverage existing area partnerships/relationships with stakeholders to offer an online course for professional development and even actual graduate course credit. The following paper presents a comprehensive description of the TOOC model, including the administrative, enrollment, marketing, student support, development, and pedagogical considerations of planning and implementation. Additional data regarding persistence rates, affective gains, and recruitment outcomes will be shared. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01