Developing Online/Hybrid Learning Models for Higher Education Programs

Autor/inn/en	Young, William; Allen, Linda; Warfield, Kimberly
Titel	Developing Online/Hybrid Learning Models for Higher Education Programs
Quelle	In: Alabama Journal of Educational Leadership, 3 (2016), S.47-56 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Higher Education; Models; College Programs; Online Courses; Blended Learning; Delivery Systems; Educational Methods; Educational Change; Teacher Role; Curriculum Development; Instructional Development; Student Needs; Preferences + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Studienprogramm; Online course; Online-Kurs; Auslieferung; Educational method; Erziehungsmethode; Bildungsreform; Lehrerrolle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung
Abstract	Colleges and universities are looking for creative ways to increase student enrollment while providing flexible course offerings and maintaining adequate fiscal stewardship. This review of selected literature advocates for the use of online instruction in higher education in order to address, with instructional fidelity, the learning preferences and needs of the modern era student. A decade ago, student enrollment for online learning was estimated to be around 1.9 million students (Allen & Seaman, 2004). Today, online course enrollment estimations are much closer to 5.3 million (Fleming, 2014). The authors' perspective for meeting this demand is for higher education programs to embrace this evolution in instructional delivery. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01