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Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class

Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class

Cindy S. York, Dazhi Yang, Melissa Dark
Copyright: © 2007 |Volume: 3 |Issue: 2 |Pages: 10
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203116|EISSN: 1550-1337|DOI: 10.4018/jicte.2007040105
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MLA

York, Cindy S., et al. "Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class." IJICTE vol.3, no.2 2007: pp.41-50. http://doi.org/10.4018/jicte.2007040105

APA

York, C. S., Yang, D., & Dark, M. (2007). Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class. International Journal of Information and Communication Technology Education (IJICTE), 3(2), 41-50. http://doi.org/10.4018/jicte.2007040105

Chicago

York, Cindy S., Dazhi Yang, and Melissa Dark. "Transitioning from Face-to-Face to Online Instruction: How to Increase Presence and Cognitive/Social Interaction in an Online Information Security Risk Assessment Class," International Journal of Information and Communication Technology Education (IJICTE) 3, no.2: 41-50. http://doi.org/10.4018/jicte.2007040105

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Abstract

This article briefly reviews two important goals in online education: interaction and presence. These are important goals in online education because they are linked to learning and motiva-tion to learn. The article provides guidelines and an extended example of how to design an online course in information security in a manner that will enhance interaction and presence. This article’s contribution is to provide guidelines with a corresponding extended and concrete example for those who are tasked with designing and delivering online courses. Although the guidelines and example were targeted to the field of information security, they can be readily adopted by other disciplines.

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