The Design, Assessment, And Implementation of a Web-Based Course
Leon Combs, Kennesaw State University, United States
AACE Journal Volume 12, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: The design of a web-based course is discussed based upon considerations of content, pedagogy, learning styles, and assessment. The learning styles are examined as primary considerations and indeed dictate needed elements in a web-based course. Assessment is also considered in the initial planning of such a course. These design elements are discussed with particular web elements given for each design element. Further illustration of the design procedure can be seen by going to a freshman chemistry course referenced at the end of this article. All considerations discussed in this article may be used both for a web-enhanced course and a course taught totally online. This discussion was presented at EdMedia00 in Montreal, Canada.
Combs, L. (2004). The Design, Assessment, And Implementation of a Web-Based Course. AACE Journal, 12(1), 27-37. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
Anastasia Trekles Milligan & Janet A. Buckenmeyer, Purdue University Calumet, United States
International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 449–461
Janet Buckenmeyer, Purdue University Calumet, United States; David Freitas, Indiana University South Bend, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1976–1979
Pilot Study of the Relationships Between Learning Progress and Learning Style in a Web-Based PSI Course
Yusuke Morita, Nagasaki University, Japan; Billy Koen, Guohua Ma, Zhaohong Wu & Aravindh Johendran, The University of Texas at Austin, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2243–2248
Leon L. Combs, Kennesaw State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 23, No. 2 (2004) pp. 139–149
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