Downloading... If your download does not start automatically, click here to download the full text article.
You are here:

Maintaining the Curricular Philosophies of a Multicultural Education Course: From Face-to-Face to eLearning Environments
Article

, University of Houston-Clear Lake, United States

AACE Review (formerly AACE Journal) Volume 13, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

It is not easy to transfer a face-to-face course to an online environment; multicultural education is one such course. While multicultural education courses and other traditional face-to-face courses are being delivered online, there is a need to understand how these online courses maintain their learning objectives. Furthermore, the issue of how a successful multicultural course can be enhanced through electronic learning (eLearning) environments must be addressed. Thus, this article will discuss the issues surrounding the transfer of a traditional face-to-face course to an eLearning environment, and how this significant shift in learning environments translates into maintaining the quality of learning objectives. While recognizing and understanding the strengths and weaknesses of our teaching styles and curricular philosophies, educators can make informed decisions about what will work within our online courses.

Citation

Jones, L. (2005). Maintaining the Curricular Philosophies of a Multicultural Education Course: From Face-to-Face to eLearning Environments. AACE Review (formerly AACE Journal), 13(1), 91-99. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2022 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References