Application of The Framing Routine in Online Courses to Enhance Student Understanding and Learning

ID: 52491 Type: Brief Paper
  1. Barbara Duchardt, Paula Furr, and Ron McBride, Northwestern State University, United States
  2. Steve Horton, Louisiana School for Math, Science, and the Arts, United States

Tuesday, March 27 3:40 PM-4:00 PM Location: Edison E View on map

Presider: Terrie Poehl, Northwestern State University of Louisiana, United States

Abstract: Four faculty at a small rural southern university each chose one of their online courses (e.g., communication, education, special education, education technology) to collaborate on a project to improve their online instruction for better student understanding, learning, and retention. The high-leverage research validated practice applied in this project was The Framing Routine. Initial results from this project show that when all four faculty used The Framing Routine in their chosen online course, then all students were successful with understanding, learning, and retaining course content.


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