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Canadian Journal of Learning and Technology, v42 n2 spec iss Spr 2016

Distance learners determine the time and place for their studies--those engaged in self-paced study may also choose the rate at which they proceed through their courses. However, it is difficult to incorporate purposeful learner-learner interaction into self-paced study. A multiple-case study included three open universities with in-house design and development of self-paced undergraduate courses. Data was gathered from in-depth interviews with course developers (academics and learning/teaching specialists), self-paced course materials, and institutional documents. This article reports on the ways in which these course designers and developers are making use of Web 2.0 and network-based approaches to encourage open, social forms of learner-learner interaction in self-paced courses.

Descriptors: Distance Education, Web 2.0 Technologies, Technology Uses in Education, Case Studies, Undergraduate Study, Independent Study, Teacher Attitudes, College Faculty, Curriculum Development, Design, Interaction, Computer Mediated Communication, Public Colleges, Teaching Methods, Social Media

Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie[at]cnie-rcie.ca; Web site: http://www.cjlt.ca





Autor: Thiessen, Janice

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2981&id=EJ1100640







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