Toward a "Miami Model" of Internet-Intensive Higher Education
Christopher R. Wolfe, Linda Crider, Larry Mayer,
Richard C. Sherman, & Robert Vogel
Journal of Excellence in College Teaching, 1998, 9, 29-50
Four cornerstones of an emerging "Miami Model" for internet-intensive education are proposed: that students learn from creating on-line materials themselves, faculty facilitate active learning, intellectual exchanges among students are enriched, and the sensibility of the seminar is extended. Internet-intensive undergraduate education is explored through four applications. First, a large Environmental Geology lecture course where the internet increases student involvement. Second, an Economics class where the internet elucidates abstract materials and promotes cooperative learning. Third, a Psychology course where the internet supports the application of principles and curriculum integration. Fourth, a journalism class where the internet enables an authentic journalistic experience.
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