ABSTRACT
Capstone courses and projects are high-impact educational practices, and although they take various forms and structures, they are being employed at many colleges and universities nationally, often as a culminating educational experience for undergraduates. As the landscape of higher education continues to experience a shift toward more cost-effective and flexible models, online learning can address a variety of student needs. Because the practice of online capstone development and teaching is still relatively rare in the academy, the body of literature dedicated to research on pedagogy and practice in online capstone courses is limited. Teaching presence is seen as a significant aspect of the online capstone course design and also as the means by which the instructor facilitates student learning in an online capstone course. Converting capstone courses to an online format begins to address equity concerns, ideally allowing more students access to this high-impact educational practice.
