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Redesigned Course Structure 15-week term 7 sections of 125 students each per year 1.25 contact hours per week (1 lecture) Four full-time faculty teach all sections of the course. They present one lecture per week, select from publisher-produced materials to design assignments and tests, evaluate assignments, respond to students’ individual needs, and rely primarily on machine-scored tests for grading. Undergraduate teaching assistants (TAs) assist in the computer lab as needed. Summary In summary, the redesigned course will implement the following changes: Treat multiple sections as one course using common materials Reduce lecture time by 50% Provide for students’ interaction with online resources and with each other Add undergraduate TAs for student help Enable faculty to select course materials more appropriate for their students Make faculty and TAs available to students via the computer classroom Allow faculty to interact more directly and individually with their students online Institute computer-based testing, which allows for retesting and self-directed learning, Increase section size from 75 to 125; reduce section numbers

Traditional Course Structure 15-week term 12 lecture sections (~70 students) per year plus one summer section (~30) 2.5 contact hours per week (2 lectures) Four full-time faculty teach all sections of the course. They present two lectures per week and design and evaluate assignments and tests.

A maior preocupação relacionada ao rápido crescimento da TI como uma plataforma para a Educação Superior, além de segurança, operabilidade, custo de hardware e software, é sobre a habilidade de fazer e tornar mais disponível o Ensino Superior.

A Tecnologia da Informação passou a ser aplicada na produção e aperfeiçoamento do Ensino Superior, facilitando o aprendizado em diversas áreas da educação, englobando os diversos níveis de conhecimento.

A existência de motivação e até o entusiasmo na implementação da TI no apoio ao Ensino Superior parece estar ligada à possibilidade de mudanças conceituais no lidar com o saber.

This growing demand for higher education placed institutions in a new scenario where they needed to respond creatively to the needs of the new student body, within the constraints of limited funding, in order to be able to succeed.

In the UK it has been estimated that in 1999 there were more than 70 dual mode higher education institutions (Weyers, 2000).

Each course had been under quality assurance procedures and was part of the academic offer of a dual mode higher education institution in the UK.

Um curso de e-learning está dividido por unidades de conhecimento, que representam graus de evolução. O formando é avaliado em cada módulo pelo seu desempenho, o que lhe permite obter o feedback necessário para corrigir os erros e identificar os progressos efectuados. O e-learning é apenas uma das várias formas de Formação à Distância. A formação à distância é um processo de aprendizagem que implica a separação temporal e/ou local entre formador e formando e quando esta acção formativa é efectuada via Internet ou intranet fala-se de e-learning.

Desvantagens do e-learning :

To provide learners with the best experience, many educators are opting for a blended approach: a traditional classroom with face-to-face interaction supplemented by online resources.

Blended learning courses can replace synchronous classroom seat time with asynchronous online learning activities so that instruction occurs both in the classroom and online