Self-paced and Social
Jon Dron, Athabasca University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This is because, when students are all learning different things at different times, unless enrolment is extremely high, it is difficult to engage in any form of meaningful social learning. This paper reports on a self-paced course at Athabasca University that is designed to provide both the freedom of self-paced learning and the pedagogical benefits of social learning. At the same time the approach deals effectively with issues of plagiarism and the different needs, skills and interests of diverse learners.
Dron, J. (2012). Self-paced and Social. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 962-976). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from https://www.learntechlib.org/primary/p/41719/.
© 2012 Association for the Advancement of Computing in Education (AACE)
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Nathaniel Ostashewski, Curtin University, Australia; Doug Reid, Wayfinder Education Group, Canada; Jon Dron, Athabasca University, Canada
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 2199–2204
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