Instructional Design for Best Practice in the Synchronous Cyber Classroom

Autor/inn/en	Hastie, Megan; Chen, Nian-Shing; Kuo, Yen-Hung
Titel	Instructional Design for Best Practice in the Synchronous Cyber Classroom
Quelle	In: Educational Technology & Society, 10 (2007) 4, S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Best Practices; Guides; Demonstration Programs; Instructional Design; Distance Education; Foreign Countries; Teaching Methods; Correlation; Early Childhood Education; Virtual Classrooms; Elementary School Students; Educational Technology; Internet; Web Based Instruction; Computer Assisted Instruction; Electronic Learning; Synchronous Communication; Computer Software; Learning Modalities; Multisensory Learning; Home Schooling; Individualized Instruction; Interactive Video; Teleconferencing; Instructional Innovation; Australia; Taiwan + Suchen Sie Ihr Suchwort? Handbuch; Leitfaden; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Unterrichtsmedien; Web Based Training; Computer based training; Computerunterstützter Unterricht; Lernumgebung; Sensorische Stimulation; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Individualisierender Unterricht; Interaktives Video; Telekonferenz; Educational Innovation; Bildungsinnovation; Australien
Abstract	This paper investigates the correlation between the quality of instructional design and learning outcomes for early childhood students in the online synchronous cyber classroom. Today's generation of e-learners has access to highly engaging and well-designed multi-media synchronous classrooms. However little data exists on what constitutes "good practice" in instructional design for online synchronous cyber lessons. The synchronous cyber classroom outperforms all other modes of instruction in enabling students to simultaneously integrate visual, auditory and kinaesthetic processes. The online synchronous cyber classroom provides learners with more authentic and engaging learning activities enabling higher levels of learning compared to purely asynchronous modes of self-paced learning. During 2001-2007 a group of students aged 5 to 8 years collaborated with their teacher at Brisbane School of Distance Education, Australia in a trial of online synchronous learning. The trial identified "best practice" in the instructional design of synchronous lessons delivered through the Collaborative Cyber Community (3C) learning platform at the National Sun Yat-sen University, Taiwan. A guideline for "best practice" in the instructional design of online synchronous cyber lessons for early childhood students has been developed and discussed. (Contains 11 figures.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10