Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19-Reference-Cited by-同舟云学术

Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19

Published:2021-07-03 Issue:3 Volume:42 Page:331-351
ISSN:0158-7919
Container-title:Distance Education
language:en
Short-container-title:Distance Education

Author:

Xie Jingrong¹²³⁴^ORCID,A Gulinna¹²³⁴^ORCID,Rice Mary F.¹²³⁴^ORCID,Griswold Deborah E.¹²³⁴^ORCID

Affiliation:

1. Office of eLearning, University of Missouri System, St. Louis, United States of America

2. Teaching Innovation and Learning Technologies, Fort Hays State University, Hays, KS, United States of America

3. Language Literacy and Sociocultural Studies, University of New Mexico, Albuquerque, United States of America

4. Special Education, University of Kansas, Lawrence, United States of America

Funder

research, authorship, and/or publication

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/01587919.2021.1956305

Reference81 articles.

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2. Being an Elbow: A Phenomenological Autoethnography of Faculty-Student Collaboration for Accommodations

3. Allen, I. E. & Seaman, J. (2017). Digital compass learning: Distance education enrollment report 2017. Babson Survey Research Group; e-Literate; WCET. https://www.bayviewanalytics.com/reports/digtiallearningcompassenrollment2017.pdf

4. Meeting the Universe Halfway

5. Retention in Online Courses

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