When Teaching Meets Learning: Design Principles and Strategies for Web-based Learning Environment...

1. What is it about?

1.1. Design and development of online courses. For flexible learning. This articule is about the online failure, why the online material is not good enough

2. Designing Materials for Independent Learning

2.1. Old school design based on the premise that teaching online and online resource are exactly the same as the print based form.

2.2. Flexible delivery

2.2.1. Material was created just to support teaching at a distance, so all the materials took the form of narrative, carrying the knowledge from the minds of the experts (teachers) into the minds of the learners.

2.2.2. SO:

2.2.2.1. As print has given way to electronic media, and delivery means have moved from paper to the computer screen, the new forms of learning material have tended to retain the characteristic features of the old

3. New Learning Theories

3.1. Constructivist Learning

3.2. Learning is achieved by the active construction of knowledge supported by different perspectives. Vygotsky (1978)

3.3. Comparison table: See table 1: Old versus new assumptions about learning. See pic 1

3.4. LEARNING IS THE CONSTRUCTION OF MEANING RATHER THAN THE MEMORIZATION OF FACTS. Lebow, 1993; Jonassen & Reeves, 1996.

4. Students responses to changed learning settings

4.1. Ss are not satisfied with current settings. Oliver (2020)

4.1.1. PARADOX

4.1.1.1. Jones and Jones (1996) report a strong preference among many learners for the retention of conventional presentation forms such as lectures.

4.1.1.2. Buchanan and Haigh (1997) speak about how grateful some students are in learning environments that support student-centred and constructivist learning

4.1.1.3. In other inquiries of students’ satisfaction with on-line courses, we found that many students accustomed only to conventional forms of teaching preferred more teacher contact when teachers changed their roles from teachers to facilitators (eg. Oliver, 1998).

4.2. Conclusion: The change has been difficult for all of us

5. Technology based learning settings

5.1. Technology-based approaches to learning provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to practice (eg. Berge, 1998; Barron, 1998).

5.1.1. Socio-constructivist theories argue a need for communication and collaboration, activities that are well supported by technology-centred learning. For example, Carr-Chellman and Duschatel, (2000) suggest the ideal on-line course is characterised by: See pic 2

6. Designing Online Learning Materials to Support Constructivism

6.1. It is possible to have guidelines to create Web Based learning settings to promote CONSTRUCTIVISM. YESSSSSSSSS

6.2. 1. Choose meaningful contexts for the learning: create learning settings which provide a degree of authenticity in the nature of the learning outcomes being achieved (eg. Herrington & Oliver, 1999; Herrington & Oliver, in press)

6.3. 2. Choose the learning activities ahead of the content: 1- The context demands a purpose and the purpose becomes a learning task. 2- consider how the learning is to be used in real life and to replicate this form of activity

6.4. 3. Choose open-ended and ill-structured tasks: They have to provide the learners with the capacity to explore, inquire and reflect as means of generating some understanding of the context.

6.5. 4. Make the resources plentiful: Clever designer create opportunities for their sites to grow and for the learners to contribute to the knowledge base.

6.6. 5. Provide supports for the learning: Creating collaborative and cooperative settings for learners provides many advantages for the designer and the learners.

6.7. 6. Use authentic assessment activities

7. Conclusion:

7.1. The environment can be built around a series of tasks and structured in ways to lead the learners to develop the required outcomes and to provide the forms of support needed to achieve this.