The role of interaction and discourse in distance education: the STTAR model of teaching and learning online
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Ferdig, R. & Topper, A. (2004). The role of interaction and discourse in distance education: the STTAR model of teaching and learning online. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 2865-2871). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13281.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Applying a social view of learning as participation in discourse, this paper explores what is known about teaching and learning mediated through technology in distance education settings. Using the literature, we develop and describe a model for instruction (STTAR) that can be used to guide online instruction with the goal of maximizing student learning in these settings. We contextualize the model based on the real-world experiences of two online instructors.
- Synchronous and Asynchronous Online Delivery: How Much Interaction in E-learning is Enough in Higher Education?
- A Cluster Model of the ICT-based School Transformation Process
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Transformational Leadership and Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network
- Teaching Aspects of E-Learning
- E-Learning Literature Review to Investigate Reasons of E-Learning Failures to Meet the Expectancies
- The “Level of Use” Index as a Tool to Assess Professional Growth and Development of Graduate Students Studying the Educational Applications of Emergent Technologies
- Perspectives on Blended Learning in Higher Education
- Skill Sets for Online Teaching
- Examining Teacher Verbal Immediacy and Sense of Classroom Community in Online Classes
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