【内容简介】
Functional relevance and online instructional design / Glenn E. Snelbecker, Susan M. Miller, Robert Z. Zheng -- Model-facilitated learning environments: the pedagogy of the design / Glenda Hostetter Shoop , Patricia A. Nordstrom, Roy B. Clariana -- Understanding flexible learning theory and how it is use in online learning / Deb Gearhart -- The theory of instructional dialogue: toward a unifies theory of instructional design / Paul Gorsky, Avner Caspi, Eran Chajut -- Large- scale interaction strategies for asynchronous online discussion / Paul Giguere ... [et. al] -- Teaching social skills: integrating an online learning system into traditional curriculum / Graham Bodie, Margaret Fitch-Hauser, William Powers -- Establishing social presence for online collaborative learning: STEP and practices / Harrison Hao Yang -- Transitionaing from a traditional classroom to the online environment: the SIMPLE model / Barbara Wilmes, Stephanie Huffman, Wendy Rickman -- A pragmatic framework for promoting interactivity in E-learning / Haomin Wnag --Online interactions: comparing social network measures with instructors' perspectives / Pedro Willging -- Implications of anonymity in cyber education / Bobbe Baggio , Yoany Beldarrain -- The relationship of online gaming and feedback type in facilitating delayed achievement / Brian Cameron -- Cognitive-adaptive instructional systems for special needs learners / Bruce J. Diamond, Gregory M. Shreve -- Challenges and solutions in the delivery of clinical cybersupervision / Kenneth L. Miller, Susan M. Miller -- Online integration of information literacy in an environmental management systems course/ Michael F. Russo, Sigrid Kelsey, and Maud Walsh.
【目次】
Section I Online Instructional Modeling: A Theoretical Perspective
Chapter 1
Functional Relevance and Online Instructional Design
Glenn E. Snelbecker, Temple University, USA
Susan M. Miller, Temple University, USA
Robert Zheng, University of Utah, USA
Online instruction will more likely be effective if and when it fits with and is perceived by students as being functionally relevant for their education, work, or other personal contexts. Existing practice may emphasize an ad hoc approach to online design by being pragmatic and somewhat unsystematic. It is proposed that using a functional relevance perspective, as described in this chapter, is more likely to have designers and online learners attain a greater advantage in using the capacity of the Internet to support teaching and learning. This chapter introduces the concept of functional relevance and identifies some of the underlying theories. Discussions are made on how the concept of functional relevance can be used as a conceptual framework to identify and to drive decision-making processes that occur during the design and development of instruction.
Chapter 2
Model-Facilitated Learning Environments: The Pedagogy of the Design
Glenda K. Hostetter Shoop, Pennsylvania State University, USA
Patricia A. Nordstrom, Pennsylvania State University, USA
Roy B. Clariana of Pennsylvania State University, USA
The purpose of this chapter is to discuss how instruction, technology and models converge to create online model-facilitated learning environments. These instructional environments are designed in such a manner that the interaction with the model on the computer network is essential to the learning experience. The idea is to use these models to maximize the pedagogical power that helps students construct conceptual mental representations that lead to a greater degree of retention and overall recall of information. How students will act and learn in a particular environment depends on how the instructional designer creates the environment that maximizes their learning potential, considering the interrelationships between the learning experience, the technology, cognition, and other related issues of the learner.
Chapter 3
Understanding Flexible Learning Theory And How It Is Used In Online Learning
Deb Gearhart, Dakota State University, USA
Flexible learning is a term becoming increasingly prevalent in distance education. The concept of having a flexible learning environment is appealing to distance learners. Many learners choose a flexible environment over the traditional classroom so that learning can fit into their busy lifestyle. This chapter will define and discuss flexible learning theory, describing how it is used in the distance education setting and how it is a changing tide in education.
Chapter 4
The "Theory of Instructional Dialogue" :Toward a Unified Theory of Instructional Design
Paul Gorsky, Open University of Israel, Israel
Avner Caspi, Open University of Israel, Israel
Eran Chajut, Open University of Israel, Israel
This chapter presents a unified theory of instructional design in the cognitive domain; this includes, of course, online instructional modeling. The theory differs from specific instructional design theories in that it describes how all instructional systems operate (regardless of their goals) in terms of resources and dialogues common to all instructional systems; it predicts certain instructional outcomes (related to groups of learners, not to individual learners) based on given initial conditions. The theory affords practical and theoretical advantages. Practically, it (1) simply and accurately describes the mechanisms at play in instructional systems, (2) presents readily quantifiable operational definitions, (3) suggests hypotheses that may be evaluated empirically and (4) points the way toward optimizing instructional systems. Theoretically, it (1) subsumes all current theories of instructional design and (2) views campus-based, distance and online instructional systems as a single discipline.
Section II Online Instructional Modeling: Teaching and Learning
Chapter 5
Large-Scale Interaction Strategies for Asynchronous Online Discussion
Paul Giguere, Education Development Center, Massachusettes, USA
Scott W. Formica, SSRE at the Harvard Medical School, USA
Wayne M. Harding, SSRE at the Harvard Medical School, USA
Michele R. Cummins, SSRE at the Harvard Medical School, USA
Designing online trainings or courses for large numbers of participants can prove to be challenging for instructors and facilitators. Online learning environments need to be structured in a way that preserves actual or perceived levels of interaction, participant perceptions of value and utility, and achievement of the learning objectives. This chapter describes five Large-Scale Interaction Strategies that offer guidance for addressing some of these online instructional design issues. Evaluation data are presented in support of two of the strategies, and recommendations are provided about how future research in this area might be conducted.
Chapter 6
Teaching Social Skills: Integrating an Online Learning System into Traditional Curriculum
Graham Bodie, Purdue University
Margaret Fitch-Hauser, Auburn University, USA
William Powers, Texas Christian University, USA
The ubiquity of instructional technology necessitates a more critical look at the theories that drive adoption and the practical implications of its usage. Blended learning has been offered as one compromise to fully online learning or strict adherence to traditional lecture-based instruction that seems outdated. A particular approach to blended learning is examined in the present chapter through the use of an online learning system. Concept Keys was developed to assist instructors of social skills in breaking down these abstract concepts into manageable units of information appropriate for daily delivery via email. This program is shown to be easily integrated into existing curriculum through two studies. A concluding section attempts to tie these studies together and suggests potential limitations and avenues for future research.
Chapter 7
Establishing Social Presence for Online Collaborative Learning: STEP and Practices
Harrison Hao Yang, The State University of New York at Oswego
Establishing social presence in a text-based environment can be a challenge to teachers. This study discusses the main issues, controversies, and problems of social presence; provides conceptual frameworks of teacher¿s role and teaching presence on computer mediated communication (CMC); and presents a sound practical approach incorporating teaching presence and social presence in a graduate asynchronous online course.
Chapter 8
Transitioning From a Traditional Classroom to the Online Environment: The SIMPLE Model
Barbara Wilmes, University of Central Arkansas, USA
Stephanie Huffman, University of Central Arkansas, USA
Wendy Rickman, University of Central Arkansas, USA
This chapter will focus on how faculty can effectively determine their technological needs as they move from the traditional classroom to an online teaching environment through strategic planning. SIMPLE is a technology planning model, which can be used by faculty and administrators to stair-step themselves through this transition period. SIMPLE is an acronym representing six areas which should be addressed when developing and implementing technology strategies ¿ 1) student/instructor assessment, 2) inventory, 3) measurement, 4) planning, 5) leadership, and 6) evaluation. These six components represent common threads throughout the literature on the subject of technology planning, which were utilized to develop the SIMPLE model, and can be easily utilized to guide faculty.
Chapter 9
A Pragmatic Framework for Promoting Interactivity in E-Learning
Haomin Wang, Dakota State University, USA
As e-learning keeps growing, an increasing amount of learning activities can be expected to take place through interactivity between learner and e-learning materials. To better understand the processes and qualities of interactivity in e-learning, the chapter proposes a framework for analyzing and promoting interactivity from an information processing perspective. The framework consists of the dimensions of accessibility, information attributes of multimedia, learner control versus system control, hypermedia navigation, and cognitive engagement.
Chapter 10
Online Interactions: Comparing Social Network Measures With Instructor¿s Perceptions
Pedro Willging, The University of La Pampa, Argentina
In the virtual environment created by asynchronous posting boards, e-mail lists, chat rooms, and other communication tools, it may not be easy for an instructor to detect communication problems among the participants. In this chapter, a research study where social network analysis (SNA) methods were applied to a sample of online classes to investigate interaction patterns and compare to instructors¿ perceptions is used to address social interactions in online environments. This study proved that SNA metrics and visualization of interactions are useful and potentially effective tools to analyze asynchronous online interaction patterns. The comparison of the results of a questionnaire administered to the instructors with the SNA results showed that the use of the SNA metrics and visualizations could reveal information the instructor is not aware of. Based on the findings from the study, recommendations for further research are provided. In the first part of this chapter, the importance of investigating interaction patterns in online environments is analyzed and basic SNA methodology is described. In the second part, the SNA methodology is utilized for analyzing online interactions.
Chapter 11
Implications of Anonymity in Cyber Education
Bobbe Baggio, Advantage Learning Technologies, USA
Yoany Beldarrain, Florida Virtual School, USA
This chapter explores the pros and cons of anonymity in cyber education and discusses possible ethical and social implications for online learning. It evaluates both sides of the anonymity issue and presents strategies that may help cyber educators and instructional designers safeguard academic integrity. The educational implications include concern for authenticity and academic integrity, and the dynamics found in social presence. This chapter discusses pertinent policy while analyzing anonymity¿s potential for limiting and monitoring academic freedom and the social benefits it brings. Strategies are suggested to enhance social presence by planning for interaction through the instructional design process. The far-reaching effects of anonymity within online educational settings and group dynamics have immediate and long term implications for instruction and learning.
Section III Online Instructional Modeling: A Multi-Disciplinary Perspective
Chapter 12
The Relationship of Online Gaming and Feedback Type in Facilitating Delayed Achievement
Brian Cameron, Pennsylvania State University, USA
Instructional gaming has historically been used as a means of rehearsal and motivation. A majority of research in this area has attempted to identify the most effective method of rehearsal that maximizes student achievement and minimizes information loss over a specified time period. A few studies have suggested that instructional gaming environments have the ability to provide corrective feedback and reinforcement of previously taught information. The author is interested in investigating whether or not instructional online and computer gaming and the use of different forms of feedback produce a significant difference in improving delayed retention of different instructional objectives.
Chapter 13
Cognitive-Adaptive Instructional Systems for Special Needs Learners
Bruce Diamond of William Paterson University, USA
Gregory Shreve of Kent State University, USA
This chapter provides a perspective on the problems, challenges, and unique opportunities faced by instructors and designers of information technology in helping students who are differently-abled learn more effectively in online environments. The proposed solution is provided in the form of a cognitive-adaptive instructional system. This system provides menu-driven adaptive options or online assessments that evaluate a student¿s cognitive and sensory needs. These needs are translated into cognitive-sensory profiles which are in turn linked to compensatory and remedial actions. These actions render content automatically and dynamically in ways that provide adaptations that compensate for a student¿s special needs while complementing their strengths.
Chapter 14
Challenges and Solutions in the Delivery of Clinical Cybersupervision
Kenneth L. Miller, Youngstown State University, USA
Susan M. Miller, Temple University, USA
Supervision is both a special case of instruction and a critical aspect of professional development. The ongoing development of web-based infrastructures and communication tools provides opportunities for cybersupervision. Advantages of cybersupervision for counselor training include opportunities to provide location independent, ¿live¿ supervision of counseling sessions in which: (a) evaluative feedback is communicated in ¿real time¿ using text or graphical modalities; (b) audio evaluative feedback is digitally recorded in ¿real time¿ for post-session playback; and, (c) weekly, hour-long, supervision sessions are conducted using either synchronous (e.g., multifeatured video conferencing, chat room) or asynchronous (video recording, email) web-based communication tools. Challenges to quality online supervision include communicating critical supervisor characteristics, developing an effective supervisor/supervisee online relationship, insuring requisite personal dispositions and computer skills, implementing a theoretical model of supervision, and resolving legal and ethical problems. Authors examine these advantages, challenges, and solutions in the context of two online supervision/instructional models for training counselors (i.e., professional counselors, psychologists, clinical social workers, and psychiatrists) and discuss generalizability of the cybersupervision model for professional training in a variety of fields that include medicine, law, and education.
Chapter 15
Online Integration of Information Literacy in an Environmental Management Systems Course
Michael F. Russo, Louisiana State University, USA
Sigrid Kelsey, Louisiana State University, USA
Maud Walsh, Louisiana State University , USA
Recognizing the value, as expressed by the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education, of incorporating information literacy [IL] instruction into a subject discipline, LSU Libraries partnered with the instructor of an environmental management course to develop online IL instruction with direct tie-ins to the subject matter of the course. This chapter discusses the results of that effort, including the advantages and problems encountered.
Library of Congress Subject Headings for this publication:
Computer-assisted instruction.
Internet in higher education.
Education, Higher -- Computer network resources.
新书报道