A Didactic Model for the Development of Effective Online Science Courses

Abstract

In our final chapter, we present a didactic model for online science instruction based upon best practices in both science education and online education coupled with insights from the diverse and substantial literature reviewed in previous chapters. Our goal is to present the reader a process flow through key course design steps bringing together original learning design structures with sensible paradigms from the literature. The general structure of our model is comparable to the three-part convention described by Hegarty-Hazel (1990) that includes planning, design and implementation phases.