Abstract
Using two large, blended communications courses as case studies, this chapter suggests that designing online courses that prioritize asynchronous collaboration and self-directed learning is key to increasing the productivity, efficiency, and wellness of students and faculty alike. Informed by insights from student feedback and research on social teaching strategies, the chapter discusses how to use technology to implement active learning opportunities that encourage and engage students. The chapter includes actionable ideas for leveraging the campus learning management system as a collaborative learning platform, to help online faculty manage the many demands on their time.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
