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Interactivity and Immediacy in Online Academic Programs

Interactivity and Immediacy in Online Academic Programs

Neal Shambaugh
Copyright: © 2016 |Pages: 15
ISBN13: 9781466699953|ISBN10: 1466699957|EISBN13: 9781466699960
DOI: 10.4018/978-1-4666-9995-3.ch005
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MLA

Shambaugh, Neal. "Interactivity and Immediacy in Online Academic Programs." Creating Teacher Immediacy in Online Learning Environments, edited by Steven D'Agustino, IGI Global, 2016, pp. 76-90. https://doi.org/10.4018/978-1-4666-9995-3.ch005

APA

Shambaugh, N. (2016). Interactivity and Immediacy in Online Academic Programs. In S. D'Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments (pp. 76-90). IGI Global. https://doi.org/10.4018/978-1-4666-9995-3.ch005

Chicago

Shambaugh, Neal. "Interactivity and Immediacy in Online Academic Programs." In Creating Teacher Immediacy in Online Learning Environments, edited by Steven D'Agustino, 76-90. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9995-3.ch005

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Abstract

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

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