The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.
Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review
Open accessAbstract
Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in six- to eight-week study periods which offer more frequent intake periods. Prior literature has established key success factors for non-intensive (12-13 week) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students and student support, and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.
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Cites
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Garrison, D. R., & Arbaugh, J. B. (2007) · The Internet and Higher Education · doi:10.1016/j.iheduc.2007.04.001 · Cited by 1,653
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“University student cohorts have been found to have concerning rates of mental health issues (Andrews and Wilding, 2004; Bayram and Bilgel, 2008; Hjeltnes et al., 2015), and online student cohorts, particularly those adjusting to intensive study modes, face comparable challenges.”
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Cited by
Factors Affecting Student Engagement in Online Teaching and Learning: A Qualitative Case Study
Werang, B., & Radja Leba, S. M. (2022) · The Qualitative Report · doi:10.46743/2160-3715/2022.5165 · Cited by 62
Azizan, S. A., & Abu Shamsi, N. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.860097 · Cited by 38
Chung, J., Mundy, M. E., Hunt, I., Coxon, A., Dyer, K. R., & McKenzie, S. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.752060 · Cited by 26
Self-citationBorjas, M.-P., Ricardo, C., Escalante-Barrios, E. L., Valencia, J., & Aparicio, J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01330 · Cited by 15
De Silva, D., Jayatilleke, S., El-Ayoubi, M., Issadeen, Z., Moraliyage, H., & Mills, N. (2024) · Machine Learning and Knowledge Extraction · doi:10.3390/make6020051 · Cited by 14
Metadata
- Authors
- Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E.
- Venue
- Frontiers in Education
- Publisher
- Frontiers Media SA
- Published
- 2017-11-21
- Volume
- 2
- ISSN
- 2504-284X (ISSN-L)
- OpenAlex
- W2766040359
- Cited by
- 334
- References
- 68
- FWCI
- 39.20
- Type
- journal article
- Language
- en
- Open access
- gold
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- Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying Best Practice Online Learning, Teaching, and Support to Intensive Online Environments: An Integrative Review. Frontiers in Education. https://doi.org/10.3389/feduc.2017.00059
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
