Leading Edge Online Classroom Practices: Influenced by the Global COVID Pandemic
| dc.contributor.author | Wilson, Stefanie D. | |
| dc.date.accessioned | 2020-10-05T20:26:14Z | |
| dc.date.available | 2020-10-05T20:26:14Z | |
| dc.date.issued | 2020-09 | |
| dc.description | Modified from original published version to conform to ADA standards. | |
| dc.description.abstract | During the first quarter of 2020, Corona Virus (also known as COVID-19), a virus that spread rapidly throughout the globe, began to migrate from country to country. The impact of COVID-19 required swift changes implemented by individuals and organizations such as state and federal government entities, small businesses to large conglomerates, and educational systems at all levels from elementary schools to universities to survive and combat the virus. <p>Thus, the new normal for many educators at universities around the globe required revamping their course curriculum and delivery as migrating from in-class courses to online courses has become necessary, during the COVID-19 pandemic. Based on research studies of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and secondary sources focused on functions of management, the art and science of using technology and multiple intelligence practices to deliver leading edge online classroom education during the COVID-19 pandemic is examined. <p>Furthermore, this empirical study through a lens of instructing and observing as a teacher and administrator, over 80 online courses comprised of learners seeking undergraduate, graduate, and doctoral degrees during 18 years at public and private universities, explores a myriad of implications resulting from using technologies to deliver stellar online classroom education to include: (a) human psychology, (b) medium, (c) information, and (d) instructional design. <p>The article concludes with a perspective on the challenges and opportunities of using technologies to deliver leading edge online classroom education. The content can be used to assist current and future educators with developing or strengthening the online classroom using technologies and incorporating multiple intelligence practices for a more fulfilling classroom experience. | |
| dc.identifier.citation | Wilson, S. D. (2020). Leading Edge Online Classroom Practices: Influenced by the Global COVID Pandemic. In M. G. Alina (Ed.), Arts and Social Studies Research Vol. 3 (Vol. 3). Book Publisher International. doi:10.9734/bpi/assr/v3 | |
| dc.identifier.doi | 10.9734/bpi/assr/v3 | |
| dc.identifier.uri | http://hdl.handle.net/10790/5498 | |
| dc.language.iso | en-US | |
| dc.publisher | Book Publisher International | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | |
| dc.title | Leading Edge Online Classroom Practices: Influenced by the Global COVID Pandemic | |
| dc.type | Book Chapter | |
| dc.type.dcmi | Text |