Students enrolled in the Online Teaching and Learning program must complete:
- Four core courses required for the Curriculum & Instruction degree
- Foundation courses for the specific concentration
M.Ed. in Curriculum & Instruction - Online Teaching and Learning
EDCI 535 (3)
Transformative Teaching and Learning in Online Education
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
EDCI 588 (3)
Ethical and Social Issues for Online Teachers
This course addresses the social and legal issues challenging the online teacher. The social issues will focus on the history of educational movements, history of distance education and will explore the culture of the online course room, issues of academic integrity, the business of online education, and distance education as an agent of change. The legal issues addressed in the course will include copyright, e-mail privacy, and access and security issues. The common goal of the various forms of distance education has been to provide educational opportunities to people unable to participate in traditional learning institutions. Educators must be aware of the new challenges and social and legal issues inherent in distance education if they are to become participants in and advocates for distance education.
EDCI 532 (3)
Instructional Strategies for the Online Classroom
This course focuses on specific actions that online instructors can take to be more effective and better serve their learning populations. While there are many differences between traditional, face-to-face classroom teaching and teaching online, there are just as many similarities-solid instructional practices that have been applied and
tested over time are effective in a variety of learning settings.
This course encourages active reflection on teaching practices that address a broad range of instructional issues:
- How to create and foster an online community of practice
- Ways to establish clear expectations
- The importance of tone and feedback as it relates to student motivation
- Methods to enhance online communication
- Strategies for managing time, work, and students
- Ways to address diverse learners
- Tools for grading and assessment (formative and summative)
- Approaches to encourage reflection and higher order (critical)thinking skills
- The need for ongoing professional development and collaboration with colleagues
EDCI 552 (3)
Assessment for Online Learning
This course addresses the quality online program evaluation as outlined by accreditation procedures and standards. The focus of this course will be the use of evaluation to assure quality programs at all levels of school operation. As online schools and programs become ever more the norm in the educational community it becomes increasingly important that every aspect of a learning organization - individuals, classrooms, schools, the district, and the community - be dedicated to continual analysis, assessment, and reflection on system practices (Costa and Kallick,1995). Students who are interested in any aspect of online schooling should be familiar with standards and methods of measurement essential in providing a quality online learning experience.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.