A Collection of Suggested Electronic Course Templates for Use in Higher Education

Autor/inn/en	Fresen, Jill W.; Hill, Robin K.; Geng, Fawei
Titel	A Collection of Suggested Electronic Course Templates for Use in Higher Education
Quelle	In: Research in Learning Technology, 22 (2014), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v22.21669
Schlagwörter	Foreign Countries; Electronic Learning; Online Courses; Models; Virtual Classrooms; Course Organization; Management Information Systems; Higher Education; Blended Learning; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Analogiemodell; Course organisation; Kurskonzept; Managementinformationssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien; USA
Abstract	The collection of electronic course templates suggested in this article results from collaborative investigation between instructional support staff and academic staff users of the virtual learning environment (VLE) at two institutions, one in the United Kingdom and the other in the United States. The particular VLE in use at both institutions was Sakai, although the experience described here can be applied to the design process and workflow using any VLE that allows the selection and some configuration of standard tools. We applied the lattice model of Hill, Fresen and Geng (2012) to design and build a set of six course site templates, which are used as the basis on which site owners can easily build new sites in the VLE. As the ultimate goal of template provision is to underpin pedagogy, academics are free to use a template or build a site from scratch, based on their own teaching context, and they may adapt any template according to the pedagogical purpose and nature of the course. The underlying assumptions are that academic staff retain full control over the content, tools and permissions in their new site. The templates are not mutually exclusive--that is, aspects from any template may be incorporated, where applicable, into another one. We conclude that it is helpful for the VLE support team to take the lead in proposing a set of templates according to the predominant teaching and learning models in use at a particular institution, which may contribute to consistency across course sites and ultimately result in an improved student learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10