Characteristics of Online Courses
There are some characteristics of a course that are unique to the design of online instruction, such its format and delivery method. Other characteristics, such as instructor-student communication, are likely to require minor adaptation from the traditional classroom format.
Depending on the learning management system or course management system that will be used in the design and delivery of a course, online instructors consider a variety of tools and features, such as discussion boards, blogs, and real-time chat, in making their design choices. The selection of a particular tool or feature over others is tied to an instructor's teaching philosophy and the course's content.
For this Discussion, you are assigned to either an asynchronous or blended course as follows: Students with last names starting with A through L will respond to Discussion A. Students with last names starting with M through Z will respond to Discussion B.
Discussion :
Write a one pagedescription of three key characteristics of an asynchronous online course. Then, describe the implications and considerations of this type of course for designing online instruction.
Finally, describe one strength and one limitation of this type of course for the delivery of instruction. Be specific and provide support from the Learning Resources and scholarly literature.
Please use the below references for intext citations and parenthetical citation:
Allen, E., & Seaman, J. (2011) What is online learning? In Going the distance: Online education in the United States (p. 7).
Ko, S., & Rossen, S. (2010). Course design and development. In Teaching online: A practical guide.(3rd ed., pp. 45-51). New York, NY: Routledge.
Teaching online: A practical guide 3rd ed. by Ko, S., & Rossen, S. Copyright 2010 by Taylor & Francis Group LLC - BOOKS. Reprinted by permission of Taylor & Francis Group LLC - BOOKS via the Copyright Clearance Center.
McBrien, J. L., Cheng, R. & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open & Distance Learning, 10(3), 1-17.
Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks, 13(1), 7-18.