The Design and Sequencing of eLearning Interactions:A Grounded Approach Article
Atsusi Hirumi, 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
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.
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 June 25, 2018 from https://www.learntechlib.org/primary/p/8390/.
© 2002 Association for the Advancement of Computing in Education (AACE)
Judi Repman, Randal Carlson & Cordelia Zinskie, Georgia Southern University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1443–1448
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