You are here:

Using Learning Theory to Guide the Design and Practice of Distance Learning
PROCEEDING

, , Lesley University, Graduate School of Education, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reviews multiple perspectives to identify principles and pedagogies that undergird effective online learning. Three examples derived from the theoretical review of literature in each category are as follows. (1) Create a cultural/linguistic safety net; e.g., instructor responses show that diversity is valued, including linguistic, past and current professional experience, and geographic location. (2) Organize lectures thematically; e.g., organize the course content through a developmental lens to help students understand a continuum of learning. (3) Draw on Schema Theory to connect concepts and content; e.g., integrate a conceptual framework into lectures and activities to create an expandable structure for knowledge building. Important understandings guide future online courses: multi-theoretical perspective and a conceptual framework.

Citation

Zorfass, J. & Shinas, V.H. (2018). Using Learning Theory to Guide the Design and Practice of Distance Learning. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 268-277). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides