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Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation
PROCEEDINGS

, University of Saskatchewan, Canada ; , University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Wilson, J. & Albion, P. (2009). Interaction, Learner Styles, and Content in Online Courses: Implications for Teacher Preparation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 571-578). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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