Why Do Teachers Get to Learn the Most?: A Case Study of a Course Based on Student Creation of Learning Objects

Autor/inn/en	Anderson, Terry; Wark, Norine
Titel	Why Do Teachers Get to Learn the Most?: A Case Study of a Course Based on Student Creation of Learning Objects
Quelle	In: E-Journal of Instructional Science and Technology, 7 (2004) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1324-0781
Schlagwörter	Instructional Design; Student Role; Student Developed Materials; Learning Activities; Action Research; Graduate Study; Student Surveys; Student Attitudes; Instructional Effectiveness; Education Courses; Teacher Education; Foreign Countries; Electronic Learning; Web Based Instruction; Distance Education; Online Courses; Integrated Learning Systems; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Projektforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerbefragung; Schülerverhalten; Unterrichtserfolg; Fortbildungskurs; Lehrerausbildung; Lehrerbildung; Ausland; Web Based Training; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Kanada
Abstract	A common report from anecdotal writing over many generations of educators is that it is the teacher who usually learns the most during the process of gathering content materials, designing, teaching and evaluating student performance. In this project we address this issue by developing an innovative instructional design in which collaborative groups of students working at distance create, share and assess learning content (in the form of learning objects) with their peers through online learning portals. The results of this process are assessed via surveys, discussions, reflective essays and peer evaluations. We conclude that instructional models based upon student construction of content and orchestration of learning activities can reduce instructor workload, provide opportunity for students to acquire new skills while increasing their subject content knowledge, and create a lasting legacy of reusable learning objects. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	University of Southern Queensland. Division of Academic Information Services, Toowoomba Qld 4350, Australia. Tel: +61-7-4631-2100; Fax: +61-7-4631-2893; Web site: http://www.usq.edu.au/e-jist
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10