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| Using the Principles of Applied Behavior Analysis to Develop and Deliver Effective Online Instruction |
| Tuesday, May 27, 2008 |
| 12:00 PM–1:20 PM |
| Waldorf |
| Area: EDC; Domain: Applied Research |
| Chair: Nancy Glomb (Utah State University) |
| MELINA ALEXANDER (Weber State University) |
| JASON L. GIBSON (University of Kentucky) |
| NANCY GLOMB (Utah State University) |
| KATHERINE J. MITCHEM (California University of Pennsylvania) |
| Abstract: In the last ten years, the number of undergraduate and graduate students who participate in online courses has steadily increased. Many students opt to participate in online courses because of financial and family obligations that preclude enrollment and attendance in traditional campus-based programs. For others, a lack of geographic proximity to university classrooms makes online coursework the only option. There are many suggestions as to what structural components a quality online course should contain such as an easily accessible management system, a means for instructor-learner and learner-to-learner communication, a course orientation, and electronic evaluation procedures. While most internet-based course management programs such as eCampus and Blackboard include these components, faculty are often challenged when it comes to designing online course content so that learners are actively engaged and mastery of important skills and knowledge is clearly evident. The purpose of this presentation is to illustrate how using the principles of Applied Behavior Analysis promotes the development and delivery of highly effective online instruction and in turn maximizes student performance. Panelists from four special education teacher training programs will describe successful online courses that have been developed in this manner. |
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