Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course

Autor/inn/en	Moskal, Patsy; Thompson, Kelvin; Futch, Linda
Titel	Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course
Quelle	In: Online Learning, 19 (2015) 4, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Blended Learning; Professional Development; Higher Education; College Faculty; Instructional Design; Course Evaluation; Large Group Instruction; Online Catalogs; Web Based Instruction; Seminars; Teaching Methods; Credentials; Satisfaction; Feedback (Response); Resource Units; Shared Facilities; Surveys; Qualitative Research; Florida + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Online catalog; Online catalogue; Online catalogues; Online-Katalog; Web Based Training; Seminar; Teaching method; Lehrmethode; Unterrichtsmethode; Studienbuch; Zufriedenheit; Gemeinschaftsküche; Survey; Umfrage; Befragung; Qualitative Forschung
Abstract	BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of using an open approach of a MOOC compared to more traditional, highly structured professional development offerings typically seen in higher education. This article will focus on the lessons learned from the third iteration of this open, online course. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01