Thursday, October 19
11:50 AM-12:10 PM
CEST
Junior Ballroom A

Learner-Centered Focus and Power Structures: An Analysis of Information Science Syllabi for Online Courses

Brief Paper ID: 51494
  1. aaa
    Daniella Smith
    University of North Texas
  2. RaeAnna Jeffers
    College of Information, University of North Texas
  3. aaa
    Amanda Hovious
    College of Information, University of North Texas

Abstract: This study examines the syllabi of 29 undergraduate online Information Science courses from a research university in the Midwestern United States The syllabi were coded to determine if they were learner-centered and contained language that was student-centered A rubric designed to assess learner-centeredness in courses was used to score the syllabi Results revealed that overall the courses were learner-centered In addition, courses that were more prominent in faculty-centered language were more likely to be learner-centered The areas needing the most improvement on the syllabi were the course schedule and overall learning environment The implications of the findings are discussed along with suggestions for future research

Presider: Adam Blum, ACT

Topics

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