By Jan Herrington; Thomas C Reeves; Ron Oliver
'A consultant to genuine e-Learning' offers the instruments to use e-learning ideas throughout a variety of disciplines, with useful information on layout, improvement, implementation and overview. It contains case experiences and develops the conceptual framework for genuine studying projects in on-line environments. desk OF CONTENTS -- what's real e-learning? -- actual e-learning initiatives -- what's now not real e-learning? -- How learn does genuine e-learning must be? -- genuine e-learning and the conative studying area -- Designing and generating real e-learning classes -- evaluate of genuine e-learning -- comparing genuine e-learning classes -- gaining knowledge of genuine e-learning
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Extra info for A guide to authentic E-learning
Forman and Cazden took this deﬁnition even further by suggesting that true collaboration is not simply working together but also “solving a problem or creating a product which could not have been completed independently” (cited in Repman, Weller, & Lan, 1993, p. 286). Computers, e-Learning and Collaboration Research has shown that the use of computers per se has a tendency to promote cooperation and collaboration among students and their teachers. Dwyer (1995) reported that in the Apple Classroom of Tomorrow (ACOT) study there was a dramatic decrease in teacher-led activities and a corresponding increase in cooperative activities.
29 problem solving than competitive eﬀorts (in 55, cooperation outperformed competition; in 8, competition outperformed cooperation). Dunlap and Grabinger (1996) also argued that because complex problems often require unorthodox or unconventional approaches, collaboration allows students to “share the risk” (p. 79). Many other studies (Slavin, 1996; Del Marie Rysavy & Sales, 1991; Hooper, 1992) have shown that there are clear educational advantages to be derived from collaboration among students.
Teachers ﬁnd it diﬃcult to give up control” (p. 37). The teacher as coach is a fundamental and integral part of an e-learning course that provides a substantial scaﬀolding and coaching support for students. , 1989; Collins, 1988; Young, 1993); coaching and scaﬀolding assistance is available for a signiﬁcant portion of the activity (Harley, 1993; Collins, 1988; Griﬃn, 1995; Young, 1993). What is Authentic e-Learning? 37 Authentic Assessment In order to provide integrated and authentic assessment of student learning, the e-learning course needs to provide: the opportunity for students to be eﬀective performers with acquired knowledge, and to craft polished performances or products in collaboration with others.
A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver