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Online course design in a programmat...

Stewart, Patricia Lynn.

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Online course design in a programmatic framework: A case from social work.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Online course design in a programmatic framework: A case from social work./
作者:	Stewart, Patricia Lynn.
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616976
ISBN:	9781303840173

Online course design in a programmatic framework: A case from social work.
Stewart, Patricia Lynn.

Online course design in a programmatic framework: A case from social work. - 182 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2014.

The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning for support and training. This study provides a perspective from the Grand Lakes University (GLU) School of Social Work and examines a group of eight online courses offered in the 2012 summer semester.

ISBN: 9781303840173Subjects--Topical Terms:

626645
Education, Administration.

Online course design in a programmatic framework: A case from social work.
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245 1 0 $a Online course design in a programmatic framework: A case from social work.
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500 $a Adviser: Steven Weiland.
502 $a Thesis (Ph.D.)--Michigan State University, 2014.
520 $a The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning for support and training. This study provides a perspective from the Grand Lakes University (GLU) School of Social Work and examines a group of eight online courses offered in the 2012 summer semester.
520 $a Instructor interviews and observations of the courses within the Learning Management System (LMS) provide data that informs how course design decisions can impact teaching and learning factors, as well as the role that administrative support and expectations play in overall course efficacy. Course design is most often framed within the context of the field of instructional design. This study also provides a brief history of the field and describes the basic constructs that help structure understanding of the many aspects of course design that faculty face when teaching online.
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