Abstract

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.

Citation

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. Retrieved April 25, 2019 from https://www.learntechlib.org/p/96554/.

Keywords

• Changing instructional models
• collaboration
• computer mediated communication
• Course Descriptions
• frameworks
• future
• higher education
• interactivity
• Schools of Education
• Student Role
• Teacher Role
• web-based instruction
• Web-based syllabi
• World Wide Web