Table 1 Features of Small-Scale, Online... | Emerald Publishing

Table 1

Features of Small-Scale, Online Courses and Large-Scale, Compressed Timeline Online Courses

Feature	Non-EA Online Classes	EA Online Class
Student enrollment	Approximately 20	No cap
Class schedule	Semester-long school year courses Five-week summer courses	Five-week course during school year
Student time commitment	Approximately 150 hours; 10-12 hours per week	Approximately 150 hours per course; 30 hours per week
Student assignments	Readings, reaction papers (to readings) interviews with practicing educators, literature review, analysis of school curriculum discussion board contributions	Readings, reaction papers (to readings), interviews with practicing educators, literature review, analysis of school curriculum, discussion board contributions
Faculty responsibilities	Develop and update curriculum, instruction and assessments; Assess student work; provide substantive feedback; re-assess work; Interact with whole class, in small discussion groups, and individually; Interact with students via e-mails, online discussion boards, precourse sessions, live community/school visits, phone calls; Inform students about plagiarism tool; facilitate students’ submissions to plagiarism website	Develop and update curriculum, instruction, and assessments; Train TAs to assess student work and supervise grading; Interact with TAs via weekly phone conferences and e-mails; Interact with students via e-mails forwarded by TAs; Inform students about weekly focus using video; Inform students about plagiarism tool; Facilitate students’ submissions to plagiarism website

Feature	Non-EA Online Classes	EA Online Class
Student enrollment	Approximately 20	No cap
Class schedule	Semester-long school year courses Five-week summer courses	Five-week course during school year
Student time commitment	Approximately 150 hours; 10-12 hours per week	Approximately 150 hours per course; 30 hours per week
Student assignments	Readings, reaction papers (to readings) interviews with practicing educators, literature review, analysis of school curriculum discussion board contributions	Readings, reaction papers (to readings), interviews with practicing educators, literature review, analysis of school curriculum, discussion board contributions
Faculty responsibilities	Develop and update curriculum, instruction and assessments; Assess student work; provide substantive feedback; re-assess work; Interact with whole class, in small discussion groups, and individually; Interact with students via e-mails, online discussion boards, precourse sessions, live community/school visits, phone calls; Inform students about plagiarism tool; facilitate students’ submissions to plagiarism website	Develop and update curriculum, instruction, and assessments; Train TAs to assess student work and supervise grading; Interact with TAs via weekly phone conferences and e-mails; Interact with students via e-mails forwarded by TAs; Inform students about weekly focus using video; Inform students about plagiarism tool; Facilitate students’ submissions to plagiarism website