Title

Transitions from Live to Online Teaching

Document Type

Article

Publication Date

1-1-2014

Abstract

The current manuscript is a reflective case study that describes the emerging design of the author's first online mathematics course. The case study addresses how expectations associated with teaching in a live setting can raise conflicts in designing online courses. The author reframes the conflicts into questions; explores the questions and related resources; and describes one possible model for an online mathematics course. Student feedback on the written materials, teaching, and assessment developed for the online course are discussed.

DOI

10.1080/10511970.2013.821193

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