A constructivist approach to online college learning - Rovai 2004 - The Diigo Meta page

• 27 Jan 09
  

  Youenn Leborgne

  Notions:
  online, design, constructivism, collaboration, peer, social, community, context, reflection, feedback
  References to course evaluation survey
  
  Curricula customised to learners' prior knowledge, teaching strategies tailored to background and responses, open-ended questions that promote extensive dialogue among learners
  Authentic tasks, reflective practice, collaborative construction of knowledge through negotiation
  
  Extensive course planning is needed
  
  Students use technology to articulate knowledge, reflect on learning, support meaning making, construct personal representations and mindful thinking
  
  Distance education can be as effective as traditional education when appropriate methods, peer-interaction, timely teacher feedback
  
  Elements that need careful consideration:
  
  1. Presentation of content
  Variety of multimedia resources, supportive course overview or welcome page
  
  2. Interactions
  Instruction should be design-driven and planned. Topic-based discussions, peer-critique and role-playing. Immediate communication behaviours. Role of instructor varies from content authority to facilitator.
  Graded discussions result in stronger participation and sense of community. Socialising.
  
  3. Individual and group activities
  Balance between individual work, class discussions (skillfully facilitated so as to trigger self-directed learning and collaboration) and group work.
  Group work:
  - positive interdependence among learners
  - regular group self-evaluation
  - behaviours promoting each member's learning
  - individual accountability and personal responsibility
  - frequent use of social skills
  Role of instructor
  
  4. Assessment
  Multiple forms of assessment (with some negotiation): discussions, tests, portfolios, individual and group projects
  Peer-evaluation, timely feedback
  Course evaluation to improve it (references given)

  e-learning design ECDEL_MSc peer collaboration social community context reflection feedback

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