This chapter describes the Integrated Online Team-Based Learning (IO-TBL) model, an online TBL course design which utilizes both asynchronous and synchronous modes of engagement to maximize the benefits of TBL in an online environment. Students' perceptions of the effective and ineffective aspects of the IO-TBL model are also reported.

Making self-authorship a goal of an interdisciplinary multisemester general education program shows great promise for meeting desired undergraduate learning outcomes for citizen-learners. (Contains 1 table.)

The authors discuss the importance of being aware of two attitudes of students and faculty--learning orientation (LO) and grade orientation (GO)--and describe instruments (LOGO II and LOGO F) that provide instructors with information about how their students stand on those two issues. (Author/MLW)

The ARCS (attention/relevance/confidence/satisfaction) model of motivational design provides a systematic seven-step approach to incorporating motivational tactics into instruction. Application of the ARCS model to computer-based instruction and distance education is examined, identifying specific design factors that address needs in each of the…

Focused on an interdisciplinary graduate program in water resources management, this case study illustrates how theory-into-practice integration occurred in a field course and clarified students' expectations that faculty model interdisciplinary ways of knowing.