Evidence-Based Course Design for Active Learning: Evaluation of a Blended Learning Approach to Enable Academic Faculty Development
This article describes two blended learning (technology-rich) professional development workshops on course design for active learning to enable faculty development at a research university in the Southeastern United States. Specifically, the workshops were designed to address gaps in the internatio...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
IDE Journal
2015-12-01
|
| Series: | International Dialogues on Education: Past and Present |
| Subjects: | |
| Online Access: | https://www.idejournal.org/index.php/ide/article/view/179 |