You are here:

The Design and Sequencing of eLearning Interactions:A Grounded Approach
Article

, University of Houston–Clear Lake, United States

International Journal on E-Learning Volume 1, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

In traditional classroom settings, good educators interpret verbal and non-verbal cues, clarify expectations, provide immediate feedback, facilitate activities, promote discussions, elaborate concepts, render guidance, and provide timely and appropriate feedback as they present content in an clear and engaging manner. In contrast, key interactions that occur spontaneously in classroom settings must be carefully planned and sequenced as an integral part of eLearning. Examination of three basic questions provides insights into the eLearning process: How does eLearning differ from other modes of instruction? What are meaning eLearning interactions? How do you design and sequence meaningful eLearning interactions? This article chronicles knowledge gained from seeking answers to these fundamental questions and posits a five-step process for designing and sequencing eLearning interactions based on a combination of research, theory and experience.

Citation

Hirumi, A. (2002). The Design and Sequencing of eLearning Interactions:A Grounded Approach. International Journal on E-Learning, 1(1), 19-27. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

© 2002 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. American Society for Training and Development (2001). Www.Breakthebarriers.com [Online]. Orinda, CA: Authors.
  2. Bates, A.W. (1990). Third generation distance education: The challenge of new technology. Paper presented at the XV World Conference on Distance Education, Caracas, Venezuela. (ERIC Document Reproduction Service No. ED 332 688)
  3. Beare, P.L. (1989). The comparative effectiveness of videotape, audiotape, and telelecture in delivering continuing teacher education. The American Journal of Distance Education, 3(2), 57-66.
  4. Bednar, A., Cunningham, D.J., Duffy, T., & Perry, D. (1995). Theory in practice: How do we link? In G. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 100-112). Englewood, CO: Libraries Unlimited.
  5. Bermudez, A., & Hirumi, A. (2000). Examining the effectiveness of systematically designed web-based instruction. Interactive Learning Environments, 8(2), 1-12.
  6. Bonk, C.J., & King, K. (1998). Computer conferencing and collaborative writing tools: Starting a dialogue about student dialogue. In C.J. Bonk & K. King (Eds.). Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 3-23). Mahwah, NJ: Lawrence Erlbaum
  7. Jonassen, D.H. (1995, June). An instructional design model for designing constructivist learning environments. World Conference on Educational Media, Graz, Austria.
  8. Clark, R.E. (1994). Media and method. Educational Technology Research and Development, 42, 7-10.
  9. Kearsley, G. (1997). A guide to on-line education [Online]. (May 25, 1997) Available: http://www.fcae.nova.edu/~kearsley/on-line.htm
  10. Cuban, L. (1993). How teacher taught (2nd ed.). New York: Teachers College Press.
  11. Kemp, J.E., Morrison, G.R., & Ross, S.M. (1994). Designing effective instruction. NY: Macmillan College Publishing.
  12. Dick, W., Carey, L., & Carey, J.O. (2000). The systematic design of instruction (5th edition). New York: Addison-Wesley.
  13. Mason, R., & Kaye, T. (1990). Toward a new paradigm for distance education. In L.M. Harasim (Ed.), Online education: Perspectives on a new environment (pp. 15-30). New York:
  14. Merrill, D., Li, Z., & Jones, M.K. (1990). Second generation instructional design. Educational Technology, 30(2), 7-15.
  15. Moore, M.G. (1995). The 1995 distance education research symposium: A research agenda. The American Journal of Distance Education, 9(2), 1-6.
  16. Moore, M.G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
  17. Mortera-Gutierrez, F. & Murphy, K. (2000). Instructor interactions in distance education environments: A case study. Concurrent
  18. Hill, N., Williams, R., & Hirumi, A. (2001). Facilitating the development of e-Learning through a support site. Concurrent session presented at the annual Texas Distance Learning Association conference, Houston, TX.
  19. Hillman, D.C., Willis, D.J. & Gunawardena, C.N. (1994). Learnerinterface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
  20. Hirumi, A. (2000). Chronicling the challenges of Web-basing a degree program: A systems perspective. The Quarterly Review of Distance Education, 1(2), 89-108.
  21. Northrup, P. (2001). A framework for designing interactivity in Web-based instruction. Educational Technology, 41(2), 31-39.
  22. Shale, D., & Garrison, D.R. (1990). Education and communication. In D.R. Garrison & D. Shale (Eds.), Education at a distance (pp. 23-39). Malabar, FL: Robert E. Krieger.
  23. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2000). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Prentice Hall.
  24. Smith, P.L., & Ragan, T.J. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
  25. Soby, M. (1990). Traversing distances in education: The PortaCOM Experiment. In A.W. Bates (Ed.), Media and technology in European distance education. Proceedings of the EADTU workshop on media, methods and technology (pp. 241-247).
  26. Hirumi, A., Willis, J., Frey, J., & Gause, C. (2001). Online TEKS training: Educating Texas teachers on the TA of TEKS. Concurrent session presented at the annual Texas Distance Learning Association conference. Houston, TX.
  27. Weller, H.G. (1988). Interactivity in microcomputer-based instruction: Its essential components and how it can be enhanced. Journal of Educational Technology Systems, 28(2), 23-27.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections