Download Interactions in Online Education: Implications for Theory by Charles Juwah PDF

By Charles Juwah

Interactivity is on the very middle of studying and is obvious in any respect degrees of engagement, even if among fellow scholars, scholars and tutors, on-line studying fabrics or interfacing with the training atmosphere. overlaying either thought and the sensible implications of the problems mentioned, this e-book offers foreign views on key themes together with: analysing and designing e-learning interactions, social and conceptual dimensions of studying, interactions in on-line discussions, interactions in peer studying improvement of on-line facilitators. it really is crucial examining for all these all for the layout, implementation, administration and use of open and versatile studying.

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Additional info for Interactions in Online Education: Implications for Theory and Practice (The Open and Flexible Learning Series)

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This would imply that there is pedagogical benefit in being able to experience other people’s learning dialogues, provided that an appropriate dialogue can be matched to the learner’s immediate need. , 2002). The notion of evolving courseware out of real teaching and learning experiences also conveys a satisfying learner-centred approach. Essentially, the learner is told: ‘here are some problems previously experienced by other learners, see if you can find one that is similar to your own difficulty’.

It describes how to motivate online participants, to build learning through online tasks (e-tivities), and to pace e-learners through stages of training and development. Stage 1 involves essential prerequisite individual access and the induction of participants into online learning. Stage 2 involves individuals establishing their online identities, and locating others with whom to interact. At stage 3 participants exchange information and start to support other participants’ goals. Course-related discussions develop at stage 4 and the interactions become more collaborative.

The task might define a discrete event like solving an equation, or involve a long-term project which would comprise many sub-tasks. Usually a complete learning task will involve many cycles through the stages, each new conceptualisation being tested for adequacy and involving dialogue. In the design of the tasks there is a fundamental tension between what Newell (1980) called weak methods, a focus on generic skills, and strong methods, domain-specific. At a very general level, Sternberg (1984) characterised construction as: • Selective encoding – picking out relevant information for further encoding.

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