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A Comparison of Three Pedagogies Within an Online Learning Environment
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, University of Minnesota, United States ; , University of Manchester, United Kingdom ; , University of Minnesota, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In this paper we evaluate three technology-enhanced pedagogical models to teach problem-solving and critical-thinking skills in geography. These models were devised and used with 309 middle-school students and 3 teachers. We explore the influence of each teaching method on student learning, experiences, and integration in the classroom in the context of an online learning environment. The main findings indicate moderate effects for pedagogy and teacher-pedagogy interaction. Specifically, we provide evidence that student-centered pedagogies tend to perform better than teacher-centered and mixed pedagogies for students’ essay scores across two of the three classrooms investigated. These results offer empirical evidence for student-centered pedagogies in the context of the guided vs. minimally guided teaching techniques debate.

Citation

Doering, A., Veletsianos, G. & Scharber, C. (2009). A Comparison of Three Pedagogies Within an Online Learning Environment. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 886-891). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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