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Project Descriptions Sorted by Model

The following institutions have redesigned large-enrollment, introductory courses using technology to achieve cost savings as well as quality enhancements.

The supplemental model retains the basic structure of the traditional course and a) supplements lectures and textbooks with technology-based, out-of-class activities, or b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.

The replacement model reduces the number of in-class meetings and a) replaces some in-class time with out-of-class, online, interactive learning activities, or b) also makes significant changes in remaining in-class meetings.

The emporium model eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance, using a) an open attendance model or b) a required attendance model depending on student motivation and experience levels.

The fully online model eliminates all in-class meetings and moves all learning experiences online, using Web-based, multi-media resources, commercial software, automatically evaluated assessments with guided feedback and alternative staffing models.

The buffet model customizes the learning environment for each student based on background, learning preference, and academic/professional goals and offers students an assortment of individualized paths to reach the same learning outcomes.

For a full description of the five models that emerged from the Program in Course Redesign with examples from the projects, please see Improving Learning and Reducing Costs: New Models for Online Learning by Carol A. Twigg.

A sixth model has emerged from a subsequent NCAT program in course redesign.

The Linked Workshop model provides remedial/developmental instruction by linking workshops that offer students just-in-time supplemental academic support to core college-level courses.

 

 

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