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Course organization for distance education: UMT approach
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Autores
Orientador(es)
Resumo(s)
Distance Education literature has clearly indicated that the design and organization of
an online course are predictors of course effectiveness—poorly designed and organized courses
often fail and well designed and organized courses are almost always effective. In other words,
the student in a course delivered at a distance should be able to quickly understand the scope
and sequence of the contents of the course, including assessment strategies used to determine if
learning outcomes have been met.
This chapter proposes a field-tested approach for designing and delivering an effective online
course called the U-M-T approach, where U stands for Unit, M for Module, and T for topic. Courses
are designed around units that are divided into modules, and modules are divided further into
topics. Thus, a typical course might have 3 units, each with 3 or 4 modules, and each module
might have 3 important topics. This chapter expands on this basic design approach and discusses assessment strategies and student time allocations in order to produce the perfectly designed online course.
Descrição
Palavras-chave
Assignments Design Module Research Theory Unit
Contexto Educativo
Citação
Cibertextualidades. Porto. ISSN 1646-4435. 4 (2011) 39-54.
Editora
Edições Universidade Fernando Pessoa. CECLICO - Centro de Estudos Culturais, da Linguagem e do Comportamento