Principles of Effective Web-Based Content for Secondary School Students: Teacher and Developer Perceptions
ARTICLE
Michael K. Barbour
JDE Volume 21, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press
Abstract
In this article, I describe findings from a study of the perceptions of course developers and electronic teachers on the principles of effective asynchronous web-based content design for secondary school students. Through interviews, participants' perceptions of various web-based components and instructional strategies, and the effectiveness of both based upon the experiences of the participants were investigated in a virtual high school context for the purpose of generating a list of guidelines that future course developers might utilize. (Contains 1 figure.)
Citation
Barbour, M.K. (2007). Principles of Effective Web-Based Content for Secondary School Students: Teacher and Developer Perceptions. The Journal of Distance Education / Revue de l'ducation Distance, 21(3), 93-114. Athabasca University Press. Retrieved March 6, 2021 from https://www.learntechlib.org/p/102748/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Supporting Student Interaction through the use of Digital Backchannel Discussions
Heather Donnelly, Bradley University - Department of Teacher Education, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1421–1426
-
Examining the Validity of the iNACOL Standards: Improving K-12 Online Course Design
David Adelstein, VIPKID, China; Michael Barbour, Touro University, California, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 641–657
-
Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles
Abigail Garthwait
Electronic Journal of e-Learning Vol. 12, No. 4 () pp. 353–366
-
The Disconnect Between Policy and Research: Examining the Research into Full-Time K-12 Online Learning
Michael Barbour, Sacred Heart University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1438–1445
-
Today’s Student and Virtual Schooling: The Reality, the Challenges, the Promise…
Michael Barbour, Wayne State University
Journal of Open, Flexible, and Distance Learning Vol. 13, No. 1 (2009) pp. 5–25
-
Multiple Roles of the Teacher in the K-12 Online Learning Environment: Cautions for Teacher Education
Michael Barbour, Sacred Heart University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1521–1526
-
K-12 Online Learning and the Diffusion of the Teacher
Michael Barbour, Sacred Heart University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1737–1741
-
Examining the Research Related to the Changing Role of the Teacher in the K-12 Online Environment
Michael Barbour, Wayne State University, Canada
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4097–4101
-
The Relative Effectiveness of OnLine Instruction in High Schools
Ogo Okoye-Johnson, California State University, Northridge, United States
Global Learn 2010 (May 17, 2010) pp. 4263–4269
-
Perspectives on E-Learning: Development and Challenges of K-12 Online Learning
Michael Barbour, Wayne State University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 310–315
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.