|Published online: March 5, 2015||$US5.00|
While the emergence of Massive Open Online Courses (MOOCs) continues to steal the headlines, the institutions of higher education are now giving serious consideration to the deployment of online courses through their curricula offerings. A multitude of motivations are driving this change, including the need for more flexible course offerings, the desire to make higher education more accessible to the diverse learning requirements of the public at large, and the need to explore reducing the costs of a college education. As a practical consideration, these same educational institutions must focus on the conversion of established in-ground courses to effective online equivalents. The purpose of this paper is to provide an analytical model and methods for such a transformation. We will employ a case study example to demonstrate the application of our rubric in the creation of viable online courses.
|Keywords:||Online Learning, Online Course Design, Online Course Delivery, Distance Learning, eLearning, Asynchronous Learning|
Executive Professor of MIS, Supply Chain and Information Management Group, D'Amore-McKim School of Business, Northeastern University, Boston, Massachusetts, USA
Associate Professor, Computer Information Systems/Telecommunications, Community College of Beaver County, Monaca, Pennsylvania, USA
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