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The e-volving practitioner : a heuristic formative evaluation of an online course based on an action research methodology

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The e-volving practitioner : a heuristic formative evaluation of an online course based on an action research methodology

Devey, Patrick L (2002) The e-volving practitioner : a heuristic formative evaluation of an online course based on an action research methodology. Masters thesis, Concordia University.

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Abstract

Teachers using traditional classroom methodologies have had the option to consult with vast amounts of literature and research, not to mention the diverse and extensive knowledge of their colleagues, when in need of inspiration for their courses. On the other hand, due to the fact that online instruction is still in its infancy, instructors who delve into e-Learning do not have the same luxury. The nominal amount of research in that field usually ends with recommendations and possible remedies to encountered problems, as opposed to practical solutions or "cures" to the identified issues. This thesis will make use of those limited studies, and combine that knowledge to the experience of practitioners in the field, as well as with the feedback from the participants in the e-Learning environment, in order to devise a set of successful practices for an undergraduate statistics course offered entirely online. In other words, this research aims to successfully implement practical procedures into a Web-based course in order to make it the best possible experience for everyone involved. In accomplishing these goals, this work could then serve as a resource for other practitioners in the field by providing them not just with recommendations for Web-based courses, but also with concrete, proven, and successful interventions in this particular environment.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Devey, Patrick L
Pagination:viii, 199 leaves ; 29 cm.
Institution:Concordia University
Degree Name:Theses (M.A.)
Program:Education
Date:2002
Thesis Supervisor(s):Dicks, Dennis J.
ID Code:1832
Deposited By:Concordia University Libraries
Deposited On:27 Aug 2009 13:22
Last Modified:08 Dec 2010 10:23
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