Internet and Higher Education Volume 5, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd
In this study, the World Lecture Hall provided an entry point to examine Web-based syllabi of current college courses offered in schools of education. An initial overview of the course syllabi in the World Lecture Hall, in conjunction with a review of professional literature on the instructional uses of the Internet, led to the creation of a 3×3 matrix for categorizing the forms of communication and interactivity facilitated by Web-based syllabi. Three participant levels—instructor, students, and practitioners/experts—were crossed with each other to form the matrix. In general, the analysis of the current Web-based syllabi could be characterized by the unidirectional flow of information from instructors to students. A minority of instructors incorporated innovative components that facilitated Web-based learning and interaction outside the conventional classroom. The discussion addresses ways instructors can post more interactive Web syllabi, share course resources, and infuse additional resources into their courses.
Cummings, J.A., Bonk, C.J. & Jacobs, F.R. (2002). Twenty-first century college syllabi: Options for online communication and interactivity. Internet and Higher Education, 5(1), 1-19. Elsevier Ltd.
Veronica Hendriks, United Nations University/Institute of Advanced Studies, Japan; Dorit Maor, School of Education, Murdoch University, Australia
EdMedia + Innovate Learning 2003 (2003) pp. 2586–2593
Anat Shemla & Rafi Nachmias, Tel-Aviv University, Israel
EdMedia + Innovate Learning 2004 (2004) pp. 3736–3742
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