Search results for author:"Joanna C. Dunlap"
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World Conference on Educational Media and Technology 1999 (1999) pp. 1452–1453
It is difficult to teach people to be good online courseware developers if they don't know what it is like to be on the receiving end of their designs -- either as a student or an instructor. In a graduate-level course on Designing Web-based...
WebNet Journal: Internet Technologies, Applications & Issues Vol. 1, No. 2 (1999) pp. 40–48
Conventional training and electronic performance support system strategies, which focus on meeting short-term performance requirements, fail to prepare people to meet the ever-changing needs of today's complex workplace environment. Generative and...
Topics: Professional Development
Educational Technology Research and Development Vol. 53, No. 1 (2005) pp. 65–85
Problem-based learning (PBL) is apprenticeship for real-life problem solving, helping students acquire the knowledge and skills required in the workplace. Although the acquisition of knowledge and skills makes it possible for performance to occur,...
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1249–1250
Performance Improvement Vol. 44, No. 5 (2005) pp. 18–25
Instructors are a key component of any successful facilitated, asynchronous online course. They are tasked with providing the infrastructure for learning; modeling effective participation, collaboration, and learning strategies; monitoring and...
Providing Advising and Support Services to Distance Learners: Helping Distance Learners Connect with the University
World Conference on Educational Media and Technology 1999 (1999) pp. 1316–1317
Generally, most definitions of the term distance learning include the concept of time- and space-independent teaching and learning. Lately, definitions also include the notion of employing information and communications technology, interactive video,...
TechTrends: Linking Research and Practice to Improve Learning Vol. 50, No. 6 (November 2006) pp. 20–26
Many professions are increasingly emphasizing the role of reflection, encouraging educators to look for appropriate ways to help students engage in reflective practice during their professional preparation. Journal writing is an insightful and...
Revisiting the Web-based Performance Support Systems for Lifelong Learning: Learner-Centered Resource Development Tool
EdMedia + Innovate Learning 1999 (1999) pp. 1140–1145
Influenced by generative and intentional learning environment strategies and tools, a Web-based tool has been developed to empower learners to build their own Web-based Performance Support Systems (WPSS) to support their learning, professional...
Topics: Professional Development
WebNet World Conference on the WWW and Internet 1999 (1999) p. 1686
Influenced by generative and intentional learning methodologies, the Web Resource Collaboration Center (WRCC) was developed to provide a structure and forum for lifelong learning activities by empowering learners to build their own Web-based...
TechTrends: Linking Research and Practice to Improve Learning Vol. 48, No. 2 (2004) pp. 40–46
The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the ...
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 313–318
Rich environments for active learning (REALs) are student-centered learning environments that rely on authentic contexts, collaboration, intentional learning, generative learning, and reflection. They are highly interactive, and depend on a great...
Interdisciplinary Journal of Problem-based Learning Vol. 1, No. 2 (2006) pp. 19–48
Preparing students to be effective leaders in their organizational and professional settings is a common goal of leadership preparation programs. However, students often lack confidence to share their knowledge and expertise in public forums. This...
Distance Education Vol. 39, No. 3 (2018) pp. 281–298
Social presence is a popular construct used to describe how people socially interact in online courses. Online educators continue to try different ways to establish and maintain social presence in online courses. However, research to date has not...
From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling
Internet and Higher Education Vol. 13, No. 1 (January 2010) pp. 70–72
The Community of Inquiry (CoI) framework is a comprehensive guide to the research and practice of online learning. One of the most challenging aspects of establishing a CoI in online courses is finding the best way to attend to each element of the...
Educause Quarterly Vol. 32, No. 4 (2009)
Not long ago, the authors participated in EDUCAUSE 2009 in Denver. Because they were delivering a presentation on instructional uses of Twitter, their ears and eyes were wide open for other presentations mentioning social networking in general and...
TechTrends: Linking Research and Practice to Improve Learning Vol. 54, No. 4 (July 2010) pp. 58–73
This article provides a review of the instructional potential of digital music to enhance postsecondary students' experience in online courses by involving them in music-driven instructional activities. The authors describe how music-driven...
Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of the Many and the One
Educause Quarterly Vol. 33, No. 4 (2010)
In this article the authors share strategies for establishing personal, one-on-one relationships between online students and faculty, to attend to identity, individualization, and interpersonal interaction in support of student engagement and...
Journal of Information Systems Education Vol. 20, No. 2 (2009) pp. 129–135
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools...
What Was Your Best Learning Experience? Our Story about Using Stories to Solve Instructional Problems
International Journal of Teaching and Learning in Higher Education Vol. 25, No. 2 (2013) pp. 269–274
"Theory? What does this have to do with anything we're doing?" Sound familiar? Students may not always verbalize this, but they often think it, especially in courses where the emphasis is on the development of technical skills and the ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 53, No. 1 (January 2009) pp. 67–73
The calculus-based, introductory physics course is the port of entry for any student interested in pursuing a college degree in the sciences, mathematics, or engineering. There is increasing demand for online delivery options that make the course...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 4 (2016) pp. 320–329
Educators are pushing for students, specifically graduates, to be digitally literate in order to successfully read, write, contribute, and ultimately compete in the global market place. Educational technology professionals, as a unique type of...
Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours
Online Learning Vol. 21, No. 4 (2017) pp. 177–194
Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the...
Supporting Students' Cognitive Processing in Online Courses: Designing for Deep and Meaningful Student-to-Content Interactions
TechTrends: Linking Research and Practice to Improve Learning Vol. 51, No. 4 (July 2007) pp. 20–31
Online education has skyrocketed in popularity. Every year, more universities are starting online programs. This increase is mostly due to institutional economics, and the demands of students who face a number of obstacles that make the on-campus...
Action in Teacher Education Vol. 30, No. 4 (2009) pp. 28–44
Despite a plethora of online course offerings over the past decade, we continue to see resistance to this platform for course delivery, particularly with content that is ostensibly too sensitive or difficult to deliver in this format. This article...
TechTrends: Linking Research and Practice to Improve Learning Vol. 60, No. 2 (2016) pp. 145–151
In this article, we share a framework for the purposeful design of presence in online courses. Instead of developing something new, we looked at two models that have helped us with previous instructional design projects, providing us with some...