Document Type
Article
Publication Date
5-18-2020
Journal Title
Journal of Research in Innovative Teaching and Learning
First Page
1
Last Page
17
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
Purpose
The purpose was to describe the redesigning of an online course that utilized adult learning principles and a framework to engage students.
Design/methodology/approach
The methodology used is a first person account from the instructor point of view.
Findings
Findings indicate that the teaching strategies used encouraged student engagement in the course.
Research limitations/implications
The research is limited to one course with less than 20 students.
Practical implications
Other online instructors can utilize teaching strategies used that promote engagement among students.
Social implications
This course is an example of a highly engaging online course. This shows that online courses can be engaging and satisfying for students.
Originality/value
This paper adds to the body of literature on what teaching strategies encourage students to engage online. It connects theories with real life examples that others teaching online can implement.
Digital USD Citation
Leslie, Heather J. PhD, "Facilitation Fundamentals: Redesigning an Online Course using Adult Learning Principles and Trifecta of Student Engagement Framework" (2020). Learning Design Center: Staff Scholarship. 1.
https://digital.sandiego.edu/ldc-scholarship/1
Notes
Leslie, H. J. (2020). Facilitation fundamentals: Redesigning an online course using adult learning principles. Journal of Research in Innovative Teaching & Learning, 1-17. https://doi.org/10.1108/JRIT-09-2019-0068.