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Distance learning : ... for educators, trainers, and leaders. Volume 14, Number 4, 2017 /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
Information Age Publishing,
[2017]
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Featured Articles; 1; Perfect Storm for the Quality Course Review at UCF; 13; Facilitating Interactive Relationships With Students Online: Recommendations From Counselor Educators; 23; Psychomotor Skills, Physical Therapy, and a Hybrid Course: A Case Study; 37; Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis; 49; Trust-Related Privacy Factors in E-Learning Environments; 55; "Is Technology Only a Vehicle?"; Columns; Perfect Storm for the Quality Course Review at UCF
- Aimee deNoyelles, Amanda Major, Denise Lowe, Tina Calandrino, and Alyssa AlbrechtIntroduction; Background: "Quality" in Online Courses; Quality in the Literature; Course Reviews; Foundations of Online Quality at UCF; Quality Course Review Process at UCF; Communication Plans; Instructors; Table 1. Communication Plan for Instructors: Key Message Points; Instructional Designers and Other Support Staff; Table 2. Communication Plan for Support Staff: Key Message Points; Conclusion; Appendix A: Student and Faculty Satisfaction Rates for Online and Blended Courses
- Appendix B: UCF Student Success and Withdrawal Rate Comparisons by Course ModalityAppendix C: Quality Online Course Review Items; Section 1: Course Overview and Introduction; Section 2: Course Content; Section 3: Assessment and Interaction; References; Facilitating Interactive Relationships With Students Online; Recommendations From Counselor Educators; Kristin A. Vincenzes and Meredith Drew; Motivating the Faceless Student; Online Learning; Benefits to Online Programs; Challenges With Online Programs; Online Learning in Counselor Education Programs; Purpose; Research Design; Data Collection
- Data AnalysisResults; Limitations; Discussion; Conclusion; Appendix A; 1. Gender (male, female, other); 2. Age (actual age in years); 3. Ethnicity (non-Hispanic White, Hispanic, American Indian/Alaska Native, Asian American, Pacific Islander, African American, other, prefer not to answer); 4. Do you teach online? (yes or no); 5. If yes, is your program blended, online-only, other-please specify); 6. How many students are enrolled in your academic program? (0-50, 51-100, 101-150, 151- +)
- 7. How many students, on average, are in one of your online courses? (5-10, 11-15, 16-20, 21-25, 26-30, 31 and higher)8. Where is your institution located? (Western Region, Eastern Region, Midwest, Southern, Northern, International-Please specify which country); 9. Do you teach undergraduate, graduate, or both? (undergraduate, graduate, or both); 10. How long have you been teaching? (in years); 11. Are you a counselor educator? (yes or no); 12. Please rate the following statements (1- no value, 2-minimal value, 3-value, 4- great value) while reflecting on your work as an online educator.