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| Main Authors: | , , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1102532 |
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| _version_ | 1867181428764049408 |
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| author | Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen |
| author_facet | Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen |
| collection | Education Resources Information Center |
| contents | Instructional Style and Learner-Centered Approach: A Cross-Institutional Examination of Modality Preference for Online Course Delivery in a Graduate Professional Program Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen Case Studies Graduate Students Comparative Analysis Focus Groups Online Courses Library Science Information Science Student Attitudes Asynchronous Communication Synchronous Communication Technology Uses in Education Educational Technology Distance Education Teleconferencing Content Analysis Tuition Costs Coding Course Content Individualized Instruction Pacing Sequential Approach This case study examined student preference for delivery mode of online courses in two graduate degree programs in Library and Information Science. Within-group and between-groups comparisons indicated a distinct preference across the institutions. Findings from focus groups conducted with two cohorts of students enrolled in a federally funded project indicated students preferring asynchronous delivery enrolled in such courses to accommodate busy lifestyles. In the synchronously deployed course, flexibility in accommodation of various learning styles was evidenced by such influential factors as teaching style, instructional design, and topicality. Findings inform online education for modality and instructional style. |
| format | Recurso educativo Open Access |
| id | eric_EJ1102532 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Instructional Style and Learner-Centered Approach: A Cross-Institutional Examination of Modality Preference for Online Course Delivery in a Graduate Professional Program Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen Case Studies Graduate Students Comparative Analysis Focus Groups Online Courses Library Science Information Science Student Attitudes Asynchronous Communication Synchronous Communication Technology Uses in Education Educational Technology Distance Education Teleconferencing Content Analysis Tuition Costs Coding Course Content Individualized Instruction Pacing Sequential Approach Instructional Style and Learner-Centered Approach: A Cross-Institutional Examination of Modality Preference for Online Course Delivery in a Graduate Professional Program Bonnici, Laurie J. Maatta, Stephanie L. Klose, M. Katherine Julien, Heidi Bajjaly, Stephen Case Studies Graduate Students Comparative Analysis Focus Groups Online Courses Library Science Information Science Student Attitudes Asynchronous Communication Synchronous Communication Technology Uses in Education Educational Technology Distance Education Teleconferencing Content Analysis Tuition Costs Coding Course Content Individualized Instruction Pacing Sequential Approach This case study examined student preference for delivery mode of online courses in two graduate degree programs in Library and Information Science. Within-group and between-groups comparisons indicated a distinct preference across the institutions. Findings from focus groups conducted with two cohorts of students enrolled in a federally funded project indicated students preferring asynchronous delivery enrolled in such courses to accommodate busy lifestyles. In the synchronously deployed course, flexibility in accommodation of various learning styles was evidenced by such influential factors as teaching style, instructional design, and topicality. Findings inform online education for modality and instructional style. |
| title | Instructional Style and Learner-Centered Approach: A Cross-Institutional Examination of Modality Preference for Online Course Delivery in a Graduate Professional Program |
| topic | Case Studies Graduate Students Comparative Analysis Focus Groups Online Courses Library Science Information Science Student Attitudes Asynchronous Communication Synchronous Communication Technology Uses in Education Educational Technology Distance Education Teleconferencing Content Analysis Tuition Costs Coding Course Content Individualized Instruction Pacing Sequential Approach |
| url | https://eric.ed.gov/?id=EJ1102532 |