A Framework For The Design Of Online Competency-Based Education To Promote Student Engagement

Advances in technology offer opportunities for many varieties of online learning but much online learning design is based on past practices and technologies (Hirumi, 2013). This practice could prove to be particularly detrimental for competency-based education (CBE) given its unique profile as a form of online learning that is self-driven and asynchronous. Furthermore, the majority of CBE students in higher education are non-traditional adult learners who require a high level of support and engagement from their educational experiences. One instructional technique that has proven to be effective for promoting student engagement in online learning is interaction (Wang, Chen, & Anderson, 2014; Hirumi, 2006; Anderson, 2003). This chapter draws from Hirumi\u27s (2002, 2006, 2013) framework for designing interaction in online learning courses to provide suggestions for creating online CBE instruction that engages and motivates non-traditional students in higher education

Sequence-Structure Homology . . .

Our approach to fold recognition for the fourth critical assessment of techniques for protein structure prediction (CASP4) experiment involved the use of the FUGUE sequence-structure homology recognition progra