Roddy, Chantal, Amiet, Danielle, Chung, Jennifer, Holt, Christopher, Shaw, Lauren, McKenzie, Stephen, Garivaldis, Filia, Lodge, Jason, and Mundy, Matthew (2017) Applying best practice online learning, teaching and support to intensive online environments: An integrative review. Frontiers in Education, 2. pp. 59-69.

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Abstract

Demand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. Education institutions are moving to intensive modes of online study delivered in 6- to 8-week study periods which offer more frequent intake periods. Prior literature has established key success factors for non-intensive (12–13 weeks) online offerings; for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities; for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. Further research is imperative to determine predictors of success in online intensive learning environments.

Item ID:	75661
Item Type:	Article (Research - C1)
ISSN:	2504-284X
Copyright Information:	Copyright © 2017 Roddy, Amiet, Chung, Holt, Shaw, McKenzie, Garivaldis, Lodge and Mundy. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Date Deposited:	15 Aug 2022 23:37
FoR Codes:	52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified @ 50% 39 EDUCATION > 3999 Other Education > 399999 Other education not elsewhere classified @ 50%
SEO Codes:	16 EDUCATION AND TRAINING > 1699 Other education and training > 169999 Other education and training not elsewhere classified @ 100%
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