A Web-Based Model for Online Collaboration between Distance Learning and Campus Students.

Autor/inn/en	Mouza, Chrystalla; Kaplan, Danielle; Espinet, Ivana
Titel	A Web-Based Model for Online Collaboration between Distance Learning and Campus Students.
Quelle	(2000), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperative Learning; Distance Education; Educational Technology; Higher Education; Instructional Design; Instructional Development; Instructional Effectiveness; Instructional Innovation; Knowledge Representation; Models; Web Based Instruction; World Wide Web + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Wissensrepräsentation; Analogiemodell; Web Based Training; World Wibe Web
Abstract	This paper presents a hybrid course framework at the Teachers College at Columbia University (New York) that seamlessly integrates a traditional course plan designed for on-campus students with an online course plan designed for distance learning students. Based on innovative teaching and learning principles, the course encourages active participation in the construction of knowledge through student interaction and teamwork. Preliminary findings revealed that this framework was effective in promoting online collaborative sharing of information and engaging students in active construction of knowledge. It is concluded that successful implementations of such hybrid course designs depend on: the ability to structure the course in such a way that no group of students gets an added advantage or benefit; the ability to foster interaction between both face-to-face and distance learning students based on their ideas and stance on critical issues rather than physical proximity; and the ability to maintain focus on course content rather than the technology associated with the delivery of the course. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC