Jones College of Business
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Browsing Jones College of Business by Subject "Online pedagogy"
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ItemBest practices for using conditional release in online classes(Middle Tennessee State University, 2011) Gardner, Justin G. ; Fisher, Lawanna S. ; Brinthaupt. Thomas M. ; Raffo, Deana M. ; ManagementWith advances in online course delivery methods, teachers have a variety of options to control the release of course content based on specific criteria. Despite the availability of such conditional release tools, no best practice recommendations are available to guide the implementation of these tools. In this paper, we define the concept of conditional release, review relevant literature, report a series of case descriptions and lessons learned from courses where conditional release was used, and generate a list of best practices for use of conditional release. These recommendations provide teachers and course designers with guidance regarding the use of conditional release tools. Implications for course design, delivery, and research using these tools are also discussed.
ItemConditional release of course materials: Assessing best practice recommendations(Middle Tennessee State University, 2014-06) Raffo, Deana M. ; Gardner, Justin G. ; Fisher, Lawanna S. ; Brinthaupt. Thomas M. ; ManagementWith advances in learning management systems and online course delivery methods, teachers have a variety of options to control the release of course content based on specific criteria. Despite the availability of such conditional release tools, very little research has assessed student perceptions and experiences with these tools. In a 2011 article, Gardner, Fisher, Raffo, and Brinthaupt put forward a number of best practice recommendations to guide the implementation of conditional release tools. This paper reports on the authors' evaluation of several of those recommendations through a survey of undergraduate student perceptions of the use of conditional release in their courses. The results of the study provide support for the recommendations, with students reporting positive evaluations of and experiences with the conditional release tool. In addition, students with lower overall grades reported being more engaged in the courses compared to those with higher overall grades. Implications of these results for the strategic use of conditional release of course content are presented.