Crosby, G. V., & Dunston, J. (2013, June), The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22568

\bibitem{asee_peer_22568}
  Crosby, G. V., \& Dunston, J. (2013, June), \emph{The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22568

Garth V Crosby and Julie Dunston.  "The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22568 Internet.  18 Apr, 2024

\bibitem{asee_peer_22568}
  Garth V Crosby and Julie Dunston.
  "The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22568 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_22568
author = "Garth V Crosby and Julie Dunston"
title = "The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22568}
number = {10.18260/1-2--22568}
}

TY  - CPAPER
AB  -     The Development and Delivery of an Online Graduate Course: Lessons                      Learned and Future DirectionIn meeting the growing demand for advanced technical knowledge to non-traditional studentsand young professionals, our university has recently developed an online MS degree program inQuality Engineering and Management. In this paper, we describe the approach taken in thedevelopment and delivery of a new course, Management of Information Technology Resources,in this program. The course had an enrollment of 15 students. Two thirds of these students areenrolled in the new online program exclusively, while the remaining students are registered oncampus and whose reasons for doing this course varies and include: course schedulingconvenience, interests in course content, and time flexibility. The on-campus students do notbenefit from any advantage due to their proximity to the instructor since all pedagogically relatedcommunication is exclusively addressed online via email or the messaging/chat/discussionfeatures of the LMS.The material is presented from the perspective of the course developer and instructor. Weoutline the content areas, the pedagogical techniques employed and discuss the performance ofthe students. Performance is assessed based on test results and participation in onlinediscussion/forum. We also examined the students’ attitudes and the correlation between the timespent using the learning management system (LMS) and student performance. A qualitativeassessment is also done to determine the differences in course perceptions between the twogroups of students, that is, on-campus registered students and off-campus students who are allemployed full-time while pursuing their studies. We outline lessons learned and discussed howthis will affect future offering of the course and the impact on the overall program.
AU  - Garth V Crosby
AU  - Julie Dunston
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - The Development and Delivery of an Online Graduate Course: Lessons Learned and Future Direction
UR  - https://peer.asee.org/22568
DO  - 10.18260/1-2--22568
ER  -