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Designing and Delivering Web-Based Courses for Professional Development and Traditional Students

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

5

Page Numbers

6.344.1 - 6.344.5

Permanent URL

https://peer.asee.org/9094

Download Count

20

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Paper Authors

author page

Eugene Rutz

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Abstract

The College of Engineering at the University of Cincinnati (UC) has purposefully worked to provide more opportunities for working technical professionals to participate in graduate level courses and programs. Appropriate use of distance learning technologies is one method used by the college to make programs more accessible to professionals in the workforce. Web-based courses are particularly desirable because of the asynchronous nature of the delivery. While the convenience of web-based delivery is attractive, courses must be developed and delivered in a manner that facilitates student engagement and learning. At the University of Cincinnati, courses are not usually designed exclusively for professional development of the workforce, but rather also have a traditional graduate student audience. Ensuring that the content and framework of the course is appropriate for both types of learners requires planning and purposeful instructional design. The development and delivery of a web-based course in environmental risk assessment to both traditional graduate students and professionals in the workforce is described. The paper discusses the pedagogical framework for the design of the course and methods used to facilitate exchange among all the learners. Results of the student evaluation of the course are presented and recommendations are given for others interested in designing web-based courses.

Rutz, E. (2001, June), Designing and Delivering Web-Based Courses for Professional Development and Traditional Students Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9094

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