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Integrating Interaction in Distance Learning: A Comparative Analysis of Five Design Frameworks PROCEEDINGS

, Florida Virtual School, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Interaction is a key component of a distance learning program. Distance educators and instructional designers must be aware of the options afforded by different ID models in order to design courses that meet the needs of learners. This paper explores five instructional design frameworks and assesses their effectiveness in integrating interaction as part of the design/development phase. It also provides constructivist, literature-based suggestions for enhancing the ability of these design frameworks to foster student interaction.

Citation

Beldarrain, Y. (2008). Integrating Interaction in Distance Learning: A Comparative Analysis of Five Design Frameworks. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1471-1477). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2018 from .

Keywords

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Cited By

  1. ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education

    Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 413–418

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