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Background: As a result of the COVID-19 pandemic in 2020, many Engineering, Engineering Technology, and Applied Management courses had to be quickly converted from face-to-face to online. Faculty used what experience they possessed to change their teaching procedures and style, in order that students would continue to learn the important facts, theories, and processes necessary to launch their professional careers.
Purpose: The demand for online courses decreased as the pandemic subsided, but there continues to be a growing need for flexibility in teaching, in order to best serve students in their educational pursuits.
Findings: Good online course practices include focusing in on the proper course student learning outcomes, deciding on what assessments can be used to verify student learning, organizing the course structure, finding good supporting materials to use, choosing good instructional activities, and interacting thoroughly with students as the course progresses.
Conclusions: Educational research has shown that there are some best practices and approaches to these activities, and this paper will list some of these activities and some educational theory that supports their use.


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