The Quality of Online Courses in Initial Licensure Programs
PROCEEDINGS
Amy Sedivy-Benton, Andrew Hunt, Teri Hunt, University of Arkansas at Little Rock, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The literature suggests that more studies need to compare traditional courses with online courses. Questions guiding this research include: How much time do instructors spend developing online courses? What type of content is developed for online course? Is it the same as what is developed for traditional courses? If so, does it need to be different? Is the instructor teaching in an online environment or is the student teaching oneself? How often is content updated in an online course as compared to a traditional course? What are the students’ perspective of the quality of online courses / instruction? What are instructors’ perspective of online course? McGorry (2003) suggests seven constructs “to evaluate quality and learning in online courses: flexibility, responsiveness and student support, student learning, interaction, technology and technical support, and student satisfaction” (p. 162).
Citation
Sedivy-Benton, A., Hunt, A. & Hunt, T. (2013). The Quality of Online Courses in Initial Licensure Programs. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1017-1021). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/48250/.
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