Patricia Mcgee

University of Texas at San Antonio | UTSA · Department of Educational Psychology

While online courses are becoming a mainstay of college course offerings administrators, staff, instructors and students have different perceptions about how online courses should work. While faculty members are expert in their discipline and institutions provide support for acquiring content expertise, how instructors develop skills in online teac...

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this w...

While online course offerings have steadily risen over the last decade and it is estimated that 32% of college students have taken an online course (Allen & Seaman, 2013), the process of preparing students for blended and online courses has varied and is inconsistent across institutions. Attrition rates for online courses have been consistently cha...

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this w...

eCollaboration is an instructional strategy used in online courses in which two or more students work collaboratively at a distance to achieve a pre-determined instructional outcome. In order to work together at a distance, social, cognitive, and teacher presence are required. In this chapter, the authors focus on how social presence informs eColla...

EXECUTIVE SUMMARY Meeting the demands of students who expect convenience, affordability, and a quality education has required that institutions of higher learning find ways to offer programs in multiple delivery modes. Blended or hybrid course delivery requiring course meetings both on campus and online is a growing model that addresses institution...

Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA) requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delive...

Meeting the demands of students who expect convenience, affordability, and a quality education has required that institutions of higher learning find ways to offer programs in multiple delivery modes. Blended or hybrid course delivery requiring course meetings both on campus and online is a growing model that addresses institutional challenges of c...

Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publically available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta...

The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennia...

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization’s needs? Further, we argue for a socially-c...

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization’s needs? Further, we argue for a socially-c...

Patricia McGee is Associate Professor in the instructional technology and adult and higher education programs at the University of Texas at San Antonio. She contributes at the department, college, and university levels in the support of faculty use of learning technologies. Veronica Diaz is the Instructional Technology Manager for the Maricopa Comm...

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization’s needs? Further, we argue for a socially-c...

The use of Learning/Course Management Systems (L/CMSs) has exploded in higher education. Recently, these authors served as editors for a book, "Course Management Systems for Learning," which explored current L/CMS design and usage by documenting best practices, research, standards, and implementations. Although the final section of the book address...

This case study illustrates a community-based constructive learning approach to ePortfolio development, and the subsequent phenomena and outcomes that came from the initial implementation. The authors discuss why and how an ePortfolio system was chosen, as well as faculty engagement, student engagement, and recommendations to others based on the Un...

This case study illustrates a community-based constructive learning approach to ePortfolio development, and the subsequent phenomena and outcomes that came from the initial implementation. The authors discuss why and how an ePortfolio system was chosen, as well as faculty engagement, student engagement, and recommendations to others based on the Un...

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization’s needs? Further, we argue for a socially-c...

This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of ‘data’, ‘information’ and ‘learning objects’ helps us move beyond a fixation on the...

This study examines teacher and student development over the course of a semester in a business ethics class in which a course management system (CMS) was used to support ethical decision‐making. Dual methods were used to analyze instructor and learner development. An action research approach facilitated changes in practice that can be mapped to le...

This chapter analyzes the emergence of learning objects as a dynamic and interactive relationship between technology and the organization. We examine the way that organizational objectives are embedded within selected technologies. In other words, how is the selected technology addressing the organization's needs? Further, we argue for a socially-c...

Next generation course management systems must represent a convergence of the needs and perspectives of all of those who are engaged in the teaching and learning experience. To represent these points of view, we imagine one scenario in which four roles are enacted: instructional designer, traditional student, non-traditional student, and faculty me...

Course Management Systems for Learning: Beyond Accidental Pedagogy is a comprehensive overview of standards, practices and possibilities of course management systems in higher education. Course Management Systems for Learning: Beyond Accidental Pedagogy focuses on what the current knowledge is (in best practices, research, standards and implementat...

Next generation course management systems must represent a convergence of the needs and perspectives of all of those who are engaged in the teaching and learning experience. To represent these points of view, we imagine one scenario in which four roles are enacted: instructional designer, traditional student, non-traditional student, and faculty me...

This case study examines whether an academic listserv functions primarily as a medium for progressive discourse in which enacted power relations are collaborative or primarily as a medium for discourse in which norms are unilaterally established and off-line hierarchical power relations are re-enacted. A few instances of progressive norm setting an...

This formative study investigated the attitudes, beliefs, and perceptions of university students seeking teacher certi"cation toward students with content-area di$culties as well as towards their own tutoring experience. A qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messages...

This case study examines a new teacher's beliefs and perceptions about how and why technology can and should be used to support student learning. A middle school science teacher reflected upon her preparation for and applications of technology in her classroom. Data were generated through e-mail exchanges over the course of several months. Qualitat...

This formative study investigated the attitudes, beliefs, and perceptions of university students seeking teacher certification toward students with content-area difficulties as well as towards their own tutoring experience. A qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messa...

Distributed learning has become a mainstay of course delivery for many if not most universities. However, the course management systems used to deliver academic programs have been designed as information communication tools that manage teaching rather than interactive and collaborative tools that support learning. This panel presents the findings o...

Although many models of the instructional design of learning objects exist, pedagogical frameworks for an ecological approach to learning experiences with and around learning objects have yet to emerge. This paper builds on current theory and proposes a model that utilizes deeper learning while generating knowledge.