Faculty Professional Development and Instructional Design for an Interdisciplinary Graduate-Level Online Course

This study used qualitative inquiry and evaluation methods to describe faculty professional development while developing and delivering an online, interdisciplinary course. Faculty were charged to create culturally rich Reusable Learning Elements (RLEs) from each of the modules focused on the Nation...

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Veröffentlicht in:	NACTA journal 2019-12, Vol.63 (1a), p.27-35
Hauptverfasser:	Dooley, Kim, Edgar, Leslie D., Dobbins, Catherine E., Mackay, Wayne A., Davis, Tim D.
Format:	Artikel
Sprache:	eng
Schlagworte:	Active learning Agricultural education Agriculture Career Development Careers Case Studies Change detection Colleges & universities Course Content Curricula Design Distance learning Equipment and supplies Faculty Development Graduate studies Higher education Horticulture Instructional design Interdisciplinary aspects Internet Learner Engagement Learning Processes Learning Strategies Modules Nutrition Online education Online instruction Professional development Researchers Skills Student Attitudes Student participation Teachers Teaching Teaching methods Teaching Skills Undergraduate Students
Online-Zugang:	Volltext
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