USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT
The primary alternative structure for large-enrollment courses, the multiple-section model, suffers from problems of its own. In theory it allows greater interaction with students, but in practice, sections are often quite large and are dominated by the same presentation techniques as used in large...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2019-02-01
|
| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1663 |
| _version_ | 1797326874274168832 |
|---|---|
| author | Carol A. Twigg |
| author_facet | Carol A. Twigg |
| author_sort | Carol A. Twigg |
| collection | DOAJ |
| description |
The primary alternative structure for large-enrollment courses, the multiple-section model, suffers from problems of its own. In theory it allows greater interaction with students, but in practice, sections are often quite large and are dominated by the same presentation techniques as used in larger courses. In addition, the multiple-section model suffers from a lack of coordination. As a result, course outcomes vary considerably and, more important, are not always consistent with students' abilities. Clearly, making significant improvements in first-year courses can have a major impact on student success and retention.
|
| first_indexed | 2024-03-08T06:30:27Z |
| format | Article |
| id | doaj.art-8d6b1dbf765b492993e450ec361638df |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:30:27Z |
| publishDate | 2019-02-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-8d6b1dbf765b492993e450ec361638df2024-02-03T11:47:46ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302019-02-0113310.24059/olj.v13i3.1663USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENTCarol A. Twigg The primary alternative structure for large-enrollment courses, the multiple-section model, suffers from problems of its own. In theory it allows greater interaction with students, but in practice, sections are often quite large and are dominated by the same presentation techniques as used in larger courses. In addition, the multiple-section model suffers from a lack of coordination. As a result, course outcomes vary considerably and, more important, are not always consistent with students' abilities. Clearly, making significant improvements in first-year courses can have a major impact on student success and retention. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1663Asynchronous LearningIntroductory CoursesRedesignAt Risk Students |
| spellingShingle | Carol A. Twigg USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT Online Learning Asynchronous Learning Introductory Courses Redesign At Risk Students |
| title | USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT |
| title_full | USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT |
| title_fullStr | USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT |
| title_full_unstemmed | USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT |
| title_short | USING ASYNCHRONOUS LEARNING IN REDESIGN: REACHING AND RETAINING THE AT-RISK STUDENT |
| title_sort | using asynchronous learning in redesign reaching and retaining the at risk student |
| topic | Asynchronous Learning Introductory Courses Redesign At Risk Students |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1663 |
| work_keys_str_mv | AT carolatwigg usingasynchronouslearninginredesignreachingandretainingtheatriskstudent |