Initiating, Reframing, and Investigating Blended and Online Courses: Models for Effective Instructional Practice
Susan Eichenholtz, Adrienne Andi Sosin, Miriam Peper-Sanello, Patricia Ann Marcellino, Adelphi University, United States ; Michae Uttendorfer, Dolores Burton, New York Institute of Technology, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This panel will focus on the ongoing process of constructing and refining blended and online courses from inception to maturation. Faculty from two private universities on Long Island, New York engaged in the development of best practice models for online and blended courses. The model includes but is not limited to three stages of development. The panel session will focus on each of the three developmental stages of initiation, reframing, and investigating of online and blended courses. Each panelist will bring differing perspectives on the successes and obstacles of each evolving stage. Common themes will be extracted and compared. Specific examples will be discussed for implementation and effective practice.
Eichenholtz, S., Andi Sosin, A., Peper-Sanello, M., Marcellino, P.A., Uttendorfer, M. & Burton, D. (2008). Initiating, Reframing, and Investigating Blended and Online Courses: Models for Effective Instructional Practice. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 360-363). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).