|
Online Learning News and Research
|
Tuesday, September 03, 2002
http://naweb.unb.ca/proceedings/2000/whittle.htm Higher Learning Online: using constructivist principles to design effective asynchronous discussion Jan Whittle, Michael Morgan & John Maltby, Southern Cross University ABSTRACT: In this study, the principal author used John Biggs' (1999) theory of 'constructive alignment' and a problem-based approach to guide the design and delivery of an undergraduate web-based unit. The distinguishing pedagogical feature of the instructional design was the use of asynchronous text-based threaded discussion as the main medium for communication, instruction, collaboration, and assessment. The challenge in applying Biggs' theory was to ensure that the curriculum objectives were appropriately 'aligned' with all teaching and learning activities, as well as all assessment tasks. The unit presented an excellent case study for an in-depth examination of the effect that asynchronous text-based discussion, structured according to constructivist pedagogical principles, has on student learning. The textual records of students' discussions and other assessment products provided a rich source of data that were analysed using the SOLO taxonomy. This research supports the view that embedding student collaboration and problem-based learning in asynchronous text-based discussion provides teachers with a powerful strategy to support students' active engagement with content and facilitates high levels of conceptual understanding....
Comments:
Post a Comment
Online Learning News Blog Archives OTEL - Ray's Home Page - Notebook - UIS Online - U of I Online - UIS Home Fair Use |
Online Learning Update 
