Designing Online Learning Activities that Make Sense Online: Theory Into Practice
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Qian, Y. (2005). Designing Online Learning Activities that Make Sense Online: Theory Into Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 564-566). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19055.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
Online learning is different from face-to-face learning. However, recent researches have shown that most online courses are simply simulating the traditional classroom-based instruction. In an effort to identify the promising online learning activities that truly make sense online, the researcher first examined current thinking on how people learn. Based on the literature synthesis of learning theories, four key categories of learning activities were identified and then implemented into an online graduate course. An end-of-term survey was then conducted to investigate students' attitudes and perceptions of the learning activities implemented in the online course. Results indicated that all the four learning activities have contributed to students' learning online. Asynchronous online discussion and online reflection journals appear to be the most favored online learning activities. Quantitative studies are needed to further examine the effectiveness of the proposed framework.
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