Teaching on the internet: Lessons learned from a substantive criminal law class

Bernat, Frances P.; Hall, Christine C. Iijima

doi:10.1080/10511250000084931

Cited by 11 publications

(2 citation statements)

References 7 publications

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“…and the likely capabilities of the students, to assure the widest possible audience; an animation, for example, would better be delivered using Flash, a commonly available browser plug-in, rather than a proprietary application that is browser specific. A high level of computer sophistication should not be a requirement for online courses and good technical support must be readily available to students to reduce frustration and ensure that they do not feel cast adrift [25,[32][33][34].…”

Section: Online Courses and The Adult Learnermentioning

confidence: 99%

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Kessler

Haggerty

2010

Journal of Digital Forensic Practice

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Although still a relatively new undergraduate course of study at most colleges and universities, specialized degree programs in computer forensics and digital investigations are now becoming available at the graduate level. There appear to be two divergent educational paths for graduate-level education in this field, namely, technology and management. This article describes Champlain College's online master of science degree program in Digital Investigation Management. The curriculum is described, along with the learning theories and pedagogies that provide the guiding principles for course design. Particular attention is paid to the central pedagogic design of integrated reflective practice. Issues related to the online learning environment and adult learners are also presented.

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Section: Online Courses and The Adult Learnermentioning

confidence: 99%

An Online Graduate Program in Digital Investigation Management: Pedagogy and Overview

Kessler

Haggerty

2010

Journal of Digital Forensic Practice

View full text Add to dashboard Cite

show abstract

“…and the likely capabilities of the students, so as to assure the widest possible audience; an animation, for example, would better be delivered using Flash, a commonly-available browser plug-in, rather than a proprietary application that is browser-specific. A high Proceedings of the 41st Hawaii International Conference on System Sciences -2008 level of computer sophistication should not be a requirement for online courses and good technical support must be readily available to students to reduce frustration and ensure that they do not feel cast adrift [22,29,30,31].…”

Section: Online Courses and The Adult Learnermentioning

confidence: 99%