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Benchmarking Online Learning Practices in Higher Education: Software Selection, Teacher Preparation, and Course Evaluation

Benchmarking Online Learning Practices in Higher Education: Software Selection, Teacher Preparation, and Course Evaluation

Julie A. Ray
Copyright: © 2011 |Pages: 14
ISBN13: 9781609601508|ISBN10: 1609601505|EISBN13: 9781609601522
DOI: 10.4018/978-1-60960-150-8.ch010
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MLA

Ray, Julie A. "Benchmarking Online Learning Practices in Higher Education: Software Selection, Teacher Preparation, and Course Evaluation." Online Courses and ICT in Education: Emerging Practices and Applications, edited by Lawrence A. Tomei, IGI Global, 2011, pp. 120-133. https://doi.org/10.4018/978-1-60960-150-8.ch010

APA

Ray, J. A. (2011). Benchmarking Online Learning Practices in Higher Education: Software Selection, Teacher Preparation, and Course Evaluation. In L. Tomei (Ed.), Online Courses and ICT in Education: Emerging Practices and Applications (pp. 120-133). IGI Global. https://doi.org/10.4018/978-1-60960-150-8.ch010

Chicago

Ray, Julie A. "Benchmarking Online Learning Practices in Higher Education: Software Selection, Teacher Preparation, and Course Evaluation." In Online Courses and ICT in Education: Emerging Practices and Applications, edited by Lawrence A. Tomei, 120-133. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-150-8.ch010

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Abstract

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

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