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A Comparison of Online and Face-To-Face Instruction in an Undergraduate…
A Comparison of Online and Face-To-Face Instruction in an Undergraduate Foundations of American Education Course
The Face-to-Face Course
how the class goes
posting the syllabus electronically and requiring students to submit assignments (journals, biographical timelines, and personal practical theory papers) electronically
allowing students to access PowerPoint slides that accompany lectures on history, philosophy, legal issues, and global education
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allowing students to access Internet links placed in the courseware by the instructor, that provide supplementary information to accompany the chapters
using narrative teaching style; incorporating a significant number of “teacher stories” and personal anecdotes to illustrate course topics.
assessment
two traditional multiple choice/essay exams; one take-home essay exam; weekly journals; participation in the three discussion forums; the short biographical timeline and personal practical theory papers; and the beginnings of a developmental portfolio in lieu of a final exam.
The Online Course
how the class goes
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the instructor’s desire to maintain course control despite the existence of the course cartridge (which supplies everything that might be desired by an instructor)
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the desire to maintain the authentic learning and assessment criteria required by Newmann et al. (1996) that formed the core of course design for the face-to-face course
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assessment
two traditional multiple choice/essay exams; one take-home essay exam; weekly journals; participation in the three discussion forums; the short biographical timeline and personal practical theory papers; and the beginnings of a developmental portfolio in lieu of a final exam.