You are here:

Effective Online Teaching and Learning Environments Captured through Course Syllabi: An Exploratory Quantitative Content Analysis
PROCEEDINGS

, , The University of Toledo, United States ; , University of Toledo, United States

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Anecdotal and research-based evidence suggest a great deal of variation in the quality of online learning environments and in the range of instructional strategies and tools utilized to construct those environments. This study explored the structure of online learning environments as articulated through publicly available online course syllabi. Seventy-eight undergraduate course syllabi from accredited non-profit institutions of higher education were analyzed using a 26-item Online Course Syllabus Criteria instrument. The analysis revealed instructors did not use a variety of instructional strategies in online courses with most relying on “traditional” instructional methods such as readings, discussions, and lectures. There were some notable exceptions in which instructors used new technologies to create more flexible and dynamic online learning environments.

Citation

Haughton, N., Sandt, D. & Slantcheva-Durst, S. (2014). Effective Online Teaching and Learning Environments Captured through Course Syllabi: An Exploratory Quantitative Content Analysis. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1951-1961). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2020 from .

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