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Time on task in intensive modes of delivery
This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparabl...
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| Published in: | Distance education 2015-05, Vol.36 (2), p.231-245 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c419t-738aaa28666d90da4939f102f2795373b96ed06b3c76db083e480898dadccf123 |
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| cites | cdi_FETCH-LOGICAL-c419t-738aaa28666d90da4939f102f2795373b96ed06b3c76db083e480898dadccf123 |
| container_end_page | 245 |
| container_issue | 2 |
| container_start_page | 231 |
| container_title | Distance education |
| container_volume | 36 |
| creator | Kuiper, Alison Solomonides, Ian Hardy, Lara |
| description | This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparable learning outcomes to their full-semester counterparts and provide an opportunity for students to either retake failed units or to acquire credit for their chosen degrees in accelerated time. Organising teaching and learning through intensive modes of delivery may require different approaches to curriculum development and pedagogy compared to traditional unit planning and delivery, especially when the intensive delivery utilises online technologies. This paper explores strategies employed by successful intensive mode teachers in the development and delivery units for maximised student engagement. It concludes that many of these strategies are equally applicable in online and distance education regardless of the unit being intensive or otherwise. |
| doi_str_mv | 10.1080/01587919.2015.1055058 |
| format | article |
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| fulltext | fulltext |
| identifier | ISSN: 0158-7919 |
| ispartof | Distance education, 2015-05, Vol.36 (2), p.231-245 |
| issn | 0158-7919 1475-0198 |
| language | eng |
| recordid | cdi_proquest_journals_1762387000 |
| source | ERIC; Taylor and Francis Social Sciences and Humanities Collection |
| subjects | Academic staff Acceleration (Education) Australia College students Computer Assisted Instruction Computer Mediated Communication Course organisation Curriculum development Delivery systems Distance Education Distance learning Educational Technology Electronic Learning Faculty Workload Flexible delivery Foreign Countries Higher Education Intensive courses Interviews Learner Engagement Nontraditional Education Online Courses Online learning Online teaching online technologies Outcomes of Education Semi Structured Interviews Student assessment Student engagement student learning time Student motivation Student participation Student teacher relationship teacher strategies Teaching methods Time factors (Learning) Time Management Time on Task Units of Study University teaching Web based courses |
| title | Time on task in intensive modes of delivery |
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