| 000 | 01457nam a22002417a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241126103558.0 | ||
| 008 | 241126b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1052-4800 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1778 JOU |
| 100 | 1 |
_aBrewer, Pam Estes _eauthor |
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| 245 | 1 | 0 |
_aPedagogical perspectives for the online education skeptic _ccreated by Pam Estes Brewer and Edward C. Brewer |
| 264 | 1 |
_aCanada: _bMiami University, _c2015. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aJournal on excellence in college teaching _vVolume 26, number 1 , |
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| 520 | 3 | _aWhile online programs continue to grow at an astounding rate in higher education, many faculty remain skeptical of the efficacy of online models. This article provides an overview of some significant benefits of online education while recognizing some common concerns. An examination of the current literature and the authors' own online experiences enable them to identify significant benefits in online education and suggest five foundational concepts for best practice. First and foremost, the goal of the online or hybrid classroom should not be to replicate the face-to-face classroom but to offer an effective learning experience. | |
| 650 |
_aOnline courses, _vLearning experience _xBest practices |
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| 700 |
_aBrewer, Edward C. _eco-author |
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| 942 |
_2lcc _cJA |
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| 999 |
_c168396 _d168396 |
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