Facilitating Student Online Discussions: Effective Instructional Design and Strategies
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Lu, L. (2004). Facilitating Student Online Discussions: Effective Instructional Design and Strategies. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1359-1363). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11521.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
Janice Nall & Robby Robson
More Information on ELEARN
Table of Contents
Recent literature emphasizes the significance of teaching presence for online activities. In a constructivist online learning environment, instructors should realize their roles as facilitators helping students construct knowledge during discussions; yet, many online instructors often struggle to balance restraint and presence. They tend towards a "restrained presence" because they are unsure exactly how to perform their roles effectively. Thus, as a result, students receive insufficient feedback or instructor acknowledgement, and they begin to feel unsure whether their discussions or learning processes are moving in the appropriate directions. In this study, a re-designed online course which is aimed to minimize such problems, and which demonstrates effective instructional design and facilitative strategies, is presented. The findings of the course evaluation and pedagogical application will be presented as well.
- Second Life: Pre-Service Teachers’ Precautionary Tale
- Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies
- Virtual Possibilities: A Constructivist Examination of the Educational Applications of Second Life
- A Review of Research on Factors That Impact Online Discussions
- Teaching and Learning in 3D Virtual Worlds: Seven Art Teachers’ Adventures in Second Life
- Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education
- Recommendations for Changing Pre-Service Art Teachers’ Negative Attitudes toward Computer-Generated Art Imagery
- Instructional Designers’ Role in Assisting Instructors in the Implementation of Best Practices in Distance Learning Course Design and Delivery in Higher Education: Instructors’ Perspectives
- Marriage of Feminist Pedagogy and Online Learning: Teaching Gender and Visual Culture Online
- SITUATED AND SOCIALLY SHARED COGNITION IN PRACTICE: Designing a Collaborative Network Learning Experience for Adult Learners
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