Abstract
As educators, one of our goals is to help students arrive at deeper levels of learning. However, how is this accomplished, especially in online courses? This design-based research study explored the concept of deep learning through a series of design changes in a graduate education course. A key question that emerged was through what learning activities should instructors expect to see observances of deep learning? Should it manifest itself in discussion forums, and do we allow enough time in our courses for deep learning to occur in each lesson or unit?
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