Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation
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Wilson, J. & Albion, P. (2009). Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 571-578). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30657.
Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
More Information on SITE
Table of Contents
Educators and learners at all levels are increasingly likely to find their classes going online for at least part of the time. Although good teaching exhibits some consistent characteristics regardless of environment, learning and teaching is different in online environments and educators need to be prepared to design and implement classes appropriately. This paper reports on research into online learners’ preferences for interaction and considers the implications of the findings for preparing educators to work more effectively in online environments.
- Experiences from the use of streaming video to support the students’ learning.
- The Connected Learning Space
- Usage Analysis in Learning Systems
- An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
- Streaming Media in Schools: Patterns of Systemic Implementation and Use
- Distance Makes No Difference, using streaming video to enhance curriculum K-12
- Effects of Web-Based Formative Assessment on Students' Listening Achievement and Attitudes in a Large EFL Class
- E-learning and ADDIE Model
- Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operationalizing Constructivist Approaches to Teaching and Learning
- Elementary Principals as Technology Instructional Leaders
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