Dilemma Analysis of Constructive Case-based Approach to Distance Learning
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Li, Q., Nilakanta, R. & Davis, N. (2001). Dilemma Analysis of Constructive Case-based Approach to Distance Learning. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 2847-2849). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17288.
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
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Table of Contents
This study explores the dilemmas faced while teaching a course on distance learning based on constructivist learning principles using case studies. The course is open to undergraduate as well as graduate students. It is a hybrid course. The class meets once a week for two hours and the remaining time interacts online using WebCT, an online course management software. The course design draws on constructivist learning theories of Vygotsky and Lave and Wenger's theory of authentic learning. The students are introduced to concepts of distance learning by studying real-life cases and also developing and analyzing their own cases of distance learning. Such an approach presents dilemmas at every stage of its development, for example, the need to strike a balance between breadth and depth of content to be covered. The authors continue to struggle with similar issues causing them to constantly review and revise their design leading to a fuller, richer learning experience.
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