Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education

Autor/in	Grant, Michael M.
Titel	Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 6 (2021) 3, S.35-46 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Grant, Michael M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5889
Schlagwörter	Instructional Design; Online Courses; Teaching Methods; Doctoral Programs; Instructional Materials; College Faculty; Decision Making; Teacher Attitudes; Distance Education; COVID-19; Pandemics; Educational Change; Education Majors; Asynchronous Communication; Program Descriptions; South Carolina + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Doktorandenprogramm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fakultät; Decision-making; Entscheidungsfindung; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Bildungsreform
Abstract	Early online course materials were text-based and relied heavily on discussion forums as the de facto tool for interactions. Faculty members today, however, have many other choices for course design and course materials. There is not consensus for online course design guidelines or principles, though. Choices in course design by faculty members directly impact the quality of instruction and student learning experience. This article shares some of our theoretical and practical decisions faculty members at the University of South Carolina employ for online course design. Our experiences and decision-making may be useful for other members of the Online Ed.D. CPED Improvement Group (Online Ed.D. CIG), as well as other programs who may be experiencing emergency remote teaching as a result of the COVID-19 pandemic, making an evolutionary transition to online or blended education, or considering a future transition to a fully online program. Links to the strategies and tools mentioned throughout this essay are collated in a list at the end. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01