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.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Jay Wilson, University of Saskatchewan, Canada; Peter Albion, University of Southern Queensland, Australia

Abstract

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.

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