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ERIC Number: EJ1185101
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Leading Edge Online Classroom Education: Incorporating Best Practices beyond Technology
Wilson, Stefanie D.
American Journal of Business Education, v11 n3 p41-48 2018
Educators often struggle with delivering top-notch online courses that create a climate for a fulfilling classroom experience, provide content that translates into immediate action and application, and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and secondary sources focused on functions of management, the art and science of using technology and multiple intelligence practices to deliver leading edge online classroom education is examined. Furthermore, this empirical study through a lens of instructing and observing as a teacher and administrator, over 80 online courses comprised of learners seeking undergraduate, graduate and doctoral degrees during 18 years at public and private universities, explores a myriad of implications resulting from using technologies to deliver stellar online classroom education to include: (1) human psychology; (2) medium; (3) information; and (4) instructional design. The article concludes with a perspective on the challenges and opportunities of using technologies to deliver leading edge online classroom education. The content can be used to assist current and future educators with developing or strengthening the online classroom using technologies and incorporating multiple intelligence practices for a more fulfilling classroom experience.
Descriptors: Online Courses, Best Practices, Technology Integration, Academic Standards, Multiple Intelligences, Instructional Design, Teaching Methods, Undergraduate Students, Graduate Students, Psychology, Barriers, Learning Experience, Management Systems
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A