Distance Learning Course Design: Considering International Learners and Diversity

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Author(s): Jillian L. Wendt (University of the District of Columbia, USA), Deanna Nisbet (Regent University, USA)and Amanda Rockinson-Szapkiw (University of Memphis, USA)
Copyright: 2018
Pages: 16
Source title: Cultivating Diverse Online Classrooms Through Effective Instructional Design
Source Author(s)/Editor(s): Karen L. Milheim (Walden University, USA)
DOI: 10.4018/978-1-5225-3120-3.ch001

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Virtual Learning Environments

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Abstract

Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.

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Distance Learning Course Design: Considering International Learners and Diversity

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