Teaching a graduate reading course online for the first time: Perspectives PROCEEDINGS
Dianne Koehnecke, Webster University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The article is about how a graduate Communications Department at a Midwestern University put their entire program online. Research helping them make this decision is provided in the article. Once the program was passed by the department and the graduate council, all courses were reviewed by the online administrators and courses that only met face-to-face were designed to be taught online. The author of this paper, who was also the chair of the department, volunteered to teach her “Reading in the Content Area” graduate course online. She and a colleague, who also taught the course, collaborated for the online syllabus and rubrics before sending materials to the section designer. This article describes the strengths and the difficulties of teaching the course online for the first time. Time required, types of assignments, difficult students, and subject mastery are all categories detailed in the manuscript.
Koehnecke, D. (2009). Teaching a graduate reading course online for the first time: Perspectives. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 452-456). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2017 from https://www.learntechlib.org/p/32499/.
© 2009 AACE