An instructional strategy framework for online learning environments

Johnson, Scott D.; Aragon, Steven R.

doi:10.1002/ace.117

Cited by 215 publications

(172 citation statements)

References 11 publications

Supporting

Mentioning

166

Contrasting

Unclassified

Order By: Relevance

“…Asynchronous communication is currently the dominant form of educational computer-mediated communication (CMC) (Johnson & Aragon, 2003). It occurs in delayed time, and does not rely on simultaneous access for educational outcomes (Johnson, 2006).…”

Section: Asynchronous Communicationmentioning

confidence: 99%

Exploring asynchronous and synchronous tool use in online courses

Öztok

Zingaro

Brett

et al. 2013

Computers & Education

176

100

View full text Add to dashboard Cite

While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.

show abstract

Section: Asynchronous Communicationmentioning

confidence: 99%

Exploring asynchronous and synchronous tool use in online courses

Öztok

Zingaro

Brett

et al. 2013

Computers & Education

176

100

View full text Add to dashboard Cite

show abstract

“…Students may get helps to construct their own knowledge via a mixture of reflection, discussion, and exchange with teachers and other students. High-quality learning environments in general should be based on the mixture of these three theories of learning (Mishra, 2002;Johnson, et al, 2002). Nevertheless, it should be noted that constructivism is the most widely accepted model of learning in education today (Morphew, 2000) since it emphasizes on an active student-centric model with students actively involved in the learning process.…”

Section: Theories Of Learningmentioning

confidence: 99%

A Flip Blended Learning Approach for ePUB3 eBook-based Course Design and Implementation

Tsai

Lin

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Using digital and internet technologies in recent years has not only provided more education opportunities outside classrooms, but has also gained many attentions as a new theme for prospective learners to acquire knowledge in a more convenient way. In such a new paradigm of the so called e-Learning, many efforts have been made to build web-based learning systems that provide controllable processes of learning activities with desired curricular contents. From the learning perspective, this means that desired contents are delivered with spectacular ways to catch the attention of the learners or to enhance their comprehension on these contents. For this need, we present in this paper a flip blended learning approach for designing, lecturing, and assessing academic courses with ePUB3 eBooks used in learning activities for delivering desired curricular contents. Further, for justifying its validity, the approach employs also an analysis about the effects of using our ePUB3 eBook-based flip blended learning model in academic course learning. For implementation, the approach is applied for the design and instruction of an 'Object-Oriented Concepts' course for freshman students at a Department of Information Management.

show abstract

“…Notably, positive student learning experiences are more likely to occur when a lecturer is evidently present in an online course to secure student "buy-in" as stated in Pallof & Pratt (1999, p. 4). Applying a different approach to achieve the same outcome, Nagel and Kotze (2010) Feedback has long been acknowledged as singularly motivational, particularly for students studying at a distance or online (Curtis & Lawson, 2001;Macdonald, 2001;Johnson & Aragon, 2003;Moore & Kearsley, 2011).…”

Section: 60%mentioning

confidence: 99%

Open Educational Resources: a regional university’s journey

Koroivulaono¹

2014

RUSC. Univ. and Know. Soc.

View full text Add to dashboard Cite

In a region of geographically scattered, small island states, developing quality-enhanced learning materials across the hugely diverse, predominantly ocean-based learning and teaching environments, continues to present new challenges. This paper explores the potentially transformative nature of Open Educational Resources (OER) in a regional university. Against the backdrop of the bold, new Strategic Plan 2013-2018, University of the South Pacific (USP) educators are faced with transforming learning systems, practices and pedagogy to achieve excellent standards in learning teaching and knowledge creation. Selected case studies are provided to support the discussions for the application and development of OER at USP and the integration of Open Learning Design (OLD) principles and practices. In the drive to enhance the quality of learning and teaching through integrating OER and OLD, research provides the most compelling results for informing practice to achieve effective and sustainable responses to the achievement of the Strategic Plan objectives. Keywords

show abstract

An instructional strategy framework for online learning environments

Cited by 215 publications

References 11 publications

Exploring asynchronous and synchronous tool use in online courses

Exploring asynchronous and synchronous tool use in online courses

A Flip Blended Learning Approach for ePUB3 eBook-based Course Design and Implementation

Open Educational Resources: a regional university’s journey

Contact Info

Product

Resources

About