Designing Forward: Instructional Design Considerations for Online Learning in the COVID-19 Context

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dc.contributor.authorLockee, Barbara B.en
dc.date.accessioned2021-08-16T17:48:16Zen
dc.date.available2021-08-16T17:48:16Zen
dc.date.issued2020en
dc.description.abstractThe ubiquitous, global need to cease in-person educational experiences and shift to virtual delivery presented a unique opportunity to reflect on what are the important guiding principles for designing learning solutions during these challenging times. Before describing these four principles, it is important to be clear about the fact that the ideas shared as follows are nothing new. As a matter of fact, some of these ideas have been around for a very long time. Since the beginning of the pandemic, a deluge of information has emerged related to online course transition strategies, in an effort to support the immediate professional development needs of educators at every level and in every corner of the earth. In considering what guidance to share with regard to instructional design for online learning during these challenging times, some foundational ideas come to mind, ones that are underscored by research and best practices in the field.en
dc.format.extent8 pagesen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLockee, B. (2020). Designing Forward: Instructional Design Considerations for Online Learning in the COVID-19 Context. The Journal of Applied Instructional Design, 9(3). https://dx.doi.org/10.51869/93blen
dc.identifier.doihttps://doi.org/10.51869/93blen
dc.identifier.issue3en
dc.identifier.urihttp://hdl.handle.net/10919/104650en
dc.identifier.volume9en
dc.language.isoenen
dc.publisherAssociation for Educational Communications and Technologyen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.titleDesigning Forward: Instructional Design Considerations for Online Learning in the COVID-19 Contexten
dc.title.serialThe Journal of Applied Instructional Designen
dc.typeArticle - Refereeden

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