M.Ed. Online Teaching - Not Available Beginning Fall 2018
"Online learning is not the next big thing, it is the now big thing.”- Donna J. Abernathy
There has never been a time where technology was having a greater impact on the art and science of education. Fast-paced developments in online communications and interpersonal connectivity are changing the way we think about teaching and learning. Over 2.2 million K-12 students in the US were enrolled in online courses in the 2014-15 academic year. Unfortunately, many educators have not been trained in the pedagogy of online teaching. That’s why Drury University has developed a new master’s in Online Teaching to give educators this crucial expertise.
This innovative graduate degree with an emphasis in online teaching intends to prepare educators to design and deliver cutting-edge educational experiences by combining ground-breaking new teaching methodologies with the latest online technology.
A graduate degree with an emphasis in online teaching intends to provide the requisite knowledge and skills to assist teachers as they deliver educational experiences within those developing online instructional venues.
Required Courses (36 hours):
Students are required to take this course during their first two semesters of graduate study. This course provides an introduction to educational technology. This course uses a research-based approach to explore how educational technologies can be applied to enhance educator effectiveness and assist learners in reaching their objectives. Students will also develop strategies for evaluating new educational technologies as they emerge.
Prerequisite: SCI 621 or approval of instructor.
Teaching and learning online is the primary focus of this course. Students will know and be able to design learning environments that are presented entirely online utilizing the Learning Management System. The emphasis is on designing and learning environments that encourage and motivate students as their knowledge and skills in using Blackboard are developed.
This course is designed to provide basic instruction terminology and methods of educational evaluation. Students will study techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments. Students will be able to define vocabulary terms, explain the evaluations process and procedures used in various evaluation models, identify evaluation purposes, determine which evaluation design is most appropriate, use the library and Internet, construct data gathering instruments, collect and interpret data, read evaluation reports and interpret their results and write comprehensive evaluation reports based upon an original study. This course will not lead to a public school teaching certificate.
Students will examine the use of educational models to create instruction that is appropriate from a pedagogical and practical viewpoint. Emphasis will be on theories and models to support the following: analysis of the learner environment and needs; design of a set of specifications for an effective, efficient, and relevant learner environment; development of all learner and management materials; and evaluation of the results of the development using formative and summative methods. Students will be asked to make well-informed decisions regarding modification to products/ materials/programs (formative) and determining the value of existing products/materials/ programs for possible adoption (summative). This course will not lead to a public school teaching certificate.
A study of the systematic processes of translating principles of learning and instruction into plans for instructional materials and activities. These processes include designing training programs, developing design strategies and models, and improving instructional effectiveness. Specifications for educational products and systematic planning procedures will be developed. The use of computer models and simulations will enhance the instructional design process. This course will not lead to a public school teaching certificate.
An introduction to creating and using simulations in an online classroom setting. This course will not lead to a public school teaching certificate.
This is a study of the sociological background of students; modern interpretation of the democratic ideology; current social trends and issues as they affect education; application to such school problems as educational objectives, curriculum, guidance, methods, administration, moral education and multicultural education.
Students examine the nature of value judgments, the methods of their analysis and verification and their systematic application in the areas of science, religion, art, morality, education and social policy.
This course provides participants an opportunity to explore the current and emerging research addressing effective practices associated with creating, maintaining, and utilizing professional learning communities to support instructional environments.
Introduces students to the history of higher education in America. Students intending to teach at the post-secondary level will learn student development theories, be exposed to the applied concepts of finance and governance, and analyze legal/ethical issues that face American colleges and universities.
Prerequisite: 24 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.
Prerequisite: EDUC 689.
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
SCI 621 must be taken within the first two semesters.
EDUC 689 and 700 must be taken in last 9 hours of program.