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Regular version of the site
Master 2019/2020

Creating Effective Online and Blended Courses

Type: Elective course (Management in Higher Education)
Area of studies: Management
When: 2 year, 3 module
Mode of studies: distance learning
Master’s programme: Management in Higher Education
Language: English
ECTS credits: 2
Contact hours: 2

Course Syllabus

Abstract

Creating Effective Online and Blended Courses was produced by the Open Learning Initiative This link opens in a new tab at Stanford University with contributions from the Vice Provost for Teaching and Learning This link opens in a new tab at Stanford University. These resources were partially funded by O.P.E.N., the Open Professionals Education Network This link opens in a new tab, which is sponsored by the Gates Foundation to support Department of Labor (DoL) Trade Adjustment Assistance Community College & Career Training (TAACCCT) grantees.
Learning Objectives

Learning Objectives

  • This course is designed for a general audience of instructors at higher education institutions. It will help such instructors develop online courses or incorporate online learning approaches in their on-campus classes.
Expected Learning Outcomes

Expected Learning Outcomes

  • Identify the purpose of creating a course structure.
  • Distinguish learning objectives from goals, course descriptions, and topics lists.
  • Describe adaptive assessment, prior-learning assessment, competency-based assessment uses.
  • Define social presence. Identify key reasons that social presence matters for learning. List the components of social presence. Recognize the phases of cognitive presence.
Course Contents

Course Contents

  • Course Organization. Learning Objectives
    How can I structure my partially or fully online course? How do I formulate clear learning outcomes for my students?
  • Assessment. Content Presentation.
    How do I foster and measure student learning outcomes? How can I most effectively use videos, HTML, and other media to present course content?
  • Social Presence & Motivation
    How do I build genuine community to keep students motivated?
Assessment Elements

Assessment Elements

  • non-blocking Test
  • non-blocking Test
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.3 * Test + 0.7 * Test
Bibliography

Bibliography

Recommended Core Bibliography

  • Loertscher, D. (2005). Understanding by Design: Professional Development Workbook. Teacher Librarian, 32(4), 46. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=f5h&AN=17470109
  • Means, B., Anderson, K., SRI International, & Department of Education, E. O. of E. T. (2013). Expanding Evidence Approaches for Learning in a Digital World. Office of Educational Technology, US Department of Education. Office of Educational Technology, US Department of Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED566873
  • Y Garrison, Terry Anderson, & Walter Archer. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.225992A7

Recommended Additional Bibliography

  • Mager, R. F. (1962). Preparing instructional objectives. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.F96ADF4