Electronic Constructivism in Online Learning: Practical Guidelines and Replicable Examples
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Yoder, M. (2007). Electronic Constructivism in Online Learning: Practical Guidelines and Replicable Examples. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 574-578). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24603.
Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
It is commonly known that online classes are convenient and flexible, but there are additional factors that contribute to an outstanding online learning environment. Based on a study of 300 online students, and their instructors, proven strategies have been developed that result in an exciting, interesting experience for both instructors and students. Examples of successful online activities, collaborations with distant colleagues, and outstanding professional development opportunities provide a new understanding of learning online and have resulted in an online graduate program with an almost 100% retention rate. Strategies are based on constructivist approaches that include research, analysis and interpretation, then go much further with students demonstrating new knowledge in original and creative ways. There are proven guidelines for being an effective online learner, collaborator, and facilitator, and for getting the most out of an online learning experience.
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- Introduction to Flipping the College Classroom
- ISTE NETS.T Standards: Perceptions of In-service and Preservice Teachers to Technology in Education
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- Engaging Teacher Candidates in Online Literature Circles
- Mobile Learning: Integrating Text Messaging into a Community College Pre-Algebra Course
- Spatial Constructivist Thinking Theory: A Framework To Address Needs of Digital Visual Learners
- The Influence of Self-Efficacy on Teacher’s Practice of Using Computers in the Classroom
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