To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 126.96.36.199.
Designing Online Learning Activities that Make Sense Online: Theory Into Practice
Save to My Collections
Qian, Y. (2005). Designing Online Learning Activities that Make Sense Online: Theory Into Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 564-566). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19055.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
Online learning is different from face-to-face learning. However, recent researches have shown that most online courses are simply simulating the traditional classroom-based instruction. In an effort to identify the promising online learning activities that truly make sense online, the researcher first examined current thinking on how people learn. Based on the literature synthesis of learning theories, four key categories of learning activities were identified and then implemented into an online graduate course. An end-of-term survey was then conducted to investigate students' attitudes and perceptions of the learning activities implemented in the online course. Results indicated that all the four learning activities have contributed to students' learning online. Asynchronous online discussion and online reflection journals appear to be the most favored online learning activities. Quantitative studies are needed to further examine the effectiveness of the proposed framework.
- Learning and Teaching with Electronic Games
- July 2009 - Social Media: Trends and Implications for Learning
- Is E-Learning True to the Principles of Technology?
- Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns and Research Questions
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- The intractability of information: non-governmental development organizations and the uses of knowledge
- The Connected Learning Space
- Perspectives on Blended Learning in Higher Education
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- E-Learning Implementation Model for Blended Learning
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.