2003
DOI: 10.1007/bf02504545
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An interactive online course: A collaborative design model

Abstract: The purpose of this paper is to describe the evaluation results of using an interactive design modelfor the development of an online course. Specfically, it examines: (a) O As the number of Internet-based courses increases and distance learning programs grow in popularity, educators raise important questions about the quality of these courses and programs (Muirhead, 2000(Muirhead, , 2001. One of the concerms is the level of interactivity (communication, participation, and feedback) between students and betwe… Show more

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Cited by 87 publications
(54 citation statements)
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“…Participants expressed strong feelings about receiving explicit course expectations and assignment guidelines/rubrics. Students tend to focus more on learning when online courses are planned with clear expectations and guidelines (Dykman & Davis, 2008;Ku et al, 2011;Moallem, 2003;Salmon, 2002). Clear explanation is a key for successful online learning because it helps to prevent misunderstanding of course materials and assignments.…”
Section: Design Factorsmentioning
confidence: 99%
“…Participants expressed strong feelings about receiving explicit course expectations and assignment guidelines/rubrics. Students tend to focus more on learning when online courses are planned with clear expectations and guidelines (Dykman & Davis, 2008;Ku et al, 2011;Moallem, 2003;Salmon, 2002). Clear explanation is a key for successful online learning because it helps to prevent misunderstanding of course materials and assignments.…”
Section: Design Factorsmentioning
confidence: 99%
“…A technology-based interactive learning environment involves four types of interaction: learner-content, learner-instructor, learner-learner, and learnerinterface (Chou, 2003;Moore, 1989). The interaction of learner-instructor and interaction of learner-learner can be combined as interaction of learner-people, or called social interaction (Liaw & Huang, 2000;Moallem, 2003). The interactivity in a learning environment can therefore be simplified into learner-content, learner-people, and learner-interface interaction, as depicted in Figure 2.…”
Section: Interactivity Designmentioning
confidence: 99%
“…In this study, the benefits of using wiki as a collaborative writing tool were not realized until the third or fourth article assignment. During the repeated process, instructors should monitor and provide timely feedback to students on group well-being, parameters of participation, and interaction, as these factors are extremely important to foster collaborative behavior and knowledge building (Moallem, 2003;Shell, Husman, Turner, Cliffel, Nath, & Sweany, 2005;Zumbach, Reimann, & Koch, 2006).…”
Section: Design and Implementation Implicationsmentioning
confidence: 99%