Authentic Online Learning: Aligning Learner Needs, Pedagogy and Technology

Autor/inn/en	Parker, Jenni; Maor, Dorit; Herrington, Jan
Titel	Authentic Online Learning: Aligning Learner Needs, Pedagogy and Technology
Quelle	In: Issues in Educational Research, 23 (2013) 2, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Electronic Learning; Faculty Development; College Faculty; Integrated Learning Systems; Web Sites; Curriculum Design; Curriculum Implementation; Course Evaluation; Foreign Countries; Online Courses; Internet; Open Education; Educational Technology; Australia + Suchen Sie Ihr Suchwort? Fakultät; Web-Design; Lehrplangestaltung; Ausland; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Unterrichtsmedien; Australien
Abstract	Over the past few decades there has been a substantial swing among higher education practitioners towards a more constructivist approach to learning. Nevertheless, it is still evident that many instructivist models are widely used in both classroom and online learning environments. A key challenge for educators is linking learner needs, pedagogy and technology in order to construct more interactive, engaging and student-centred environments that promote 21st century skills and encourage self-directed learning. Existing research suggests that the use of real-life tasks supported by new technologies, together with access to the vast array of open educational resources on the Internet, have the potential to improve the quality of online learning. This article describes how an authentic online professional development course for higher education practitioners was designed and implemented using a learning management system (LMS) and an open companion website. It then discusses how the initial iteration of the course was evaluated and provides recommendations for improving the second iteration. Finally it describes how the second iteration was modified and implemented. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10