Designing Online Learning Activities that Make Sense Online: Theory Into Practice PROCEEDINGS
Yufeng Qian, Grand Valley State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online learning is different from face-to-face learning. However, recent researches have shown that most online courses are simply simulating the traditional classroom-based instruction. In an effort to identify the promising online learning activities that truly make sense online, the researcher first examined current thinking on how people learn. Based on the literature synthesis of learning theories, four key categories of learning activities were identified and then implemented into an online graduate course. An end-of-term survey was then conducted to investigate students' attitudes and perceptions of the learning activities implemented in the online course. Results indicated that all the four learning activities have contributed to students' learning online. Asynchronous online discussion and online reflection journals appear to be the most favored online learning activities. Quantitative studies are needed to further examine the effectiveness of the proposed framework.
Qian, Y. (2005). Designing Online Learning Activities that Make Sense Online: Theory Into Practice. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 564-566). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2017 from https://www.learntechlib.org/p/19055/.
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