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General Pedagogy for Online Instruction

Engagement Theory: A framework for technology-based teaching and learning. (Kearsley, G. & Shneiderman, B., 1999)

The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.

New times demand new ways of learning. (North Central Regional Educational Laboratory, 1995)

Bringing Old Ideas to New Times:Learning Principles of Kurt Lewin Applied to Distance Education (Steven Stahl)
Kurt Lewin articulated three essential ideas in the late 1930s and early 1940s that can be used today to improve distance education courses taught both by the Web and interactive television: (1) the significance of learners playing an active role in discovering knowledge for themselves; (2) the importance of a cohesive approach to instruction that includes cognitive, affective, and psychomotor activities to support permanent changes in attitudes, ideas, and behaviors; and (3) the powerful impact that the social environment of the learner has in supporting change.

Facilitating Knowledge Construction and Communication on the Internet (Maggie McVay)
"Facilitating learning on the Internet is significantly different from working with either classroom-based instruction or telelearning efforts modeled on classroom-based lectures. The keys to facilitating knowledge construction on the Internet are interaction and communication".

The Shroud of Lecturing (Stephen DeLong)
"Explosive growth of the Web and the dynamism of the home page encourage instructors to develop more interesting and interactive ways to engage their students in learning. At a fundamental level, the Web challenges the authority of the professor in the classroom by democratizing information. It shifts the focus from production and delivery to customer and content -- from professor and lecture to student and information. The most skillful instructor is therefore the one who can best teach discernment among myriad competing sources of information. The culture of higher education is likely to be profoundly changed as a result. Development of pedagogical tools and curricular content will move beyond the scope of most individual faculty, who will require the help of a skilled team."

Exploring the Middle Ground: A Course on Teaming in Cyberspace ( Stephen Ruth, Joel Foreman, and Ted Tschudy)

Students were convened in a classroom on four occassions; In-class activities were replace with TV and audiocassette lectures, reflective writing assignments, self-paced learning exercises, linkages with online teaming practitioners, and an online conference about knowledge management. Results are presented.

Impacts of College-Level Courses via Asynchronous Learning Networks: Some Preliminary Results (Starr Roxanne Hiltz)
This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts on faculty, individual universities, and the structure of higher education. Two complete undergraduate degree programs are discussed via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science.

Blending Popular Education with Distance Technologies: Sharing Through Interactive Television.
Discussion of of a successful video conferencing-based program conducted through Community College. The curriculum of this program was developed using the principles of Popular Education adopting many of the practices of Jane Vella. Content area was in early childhood special education. Students met weekly for 28 three hour sessions

Freire, Paul. Pedagogy of the Oppressed. New York, NY: The Continuum Publishing Company, 1993.

_________. & Antonio Faundez. Learning to Question. A Pedagogy of Liberation. New York: Continuum, 1989.

Horton, Myles & Paulo Freire. We Make the Road by Walking. Philadelphia, PA: Temple University Press, 1990.

Johnson, David W. & Frank Johnson. Joining Together. Englewood Cliffs, NJ: Prentice Hall, 1987.

Jonassen, D. Computers as mindtools for schools: Engaging critical thinking.Upper Saddle
River,NJ: Prentice-Hall, 2000

Kearsley, C. Online education: Learning and teaching in cyberspace. Belmont, CA: Wadsworth/Thomson Learning, 2000.

McCormack, C. & Jones, D. Building a web-based education system. New York: Wiley
Computer Publishing, 1998

Palloff, R. & K. Pratt. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass, San Francisco, CA, 1999.

Senge, Peter M. The Fifth Discipline. The Art & Practice of the Learning Organization. New York, NY: Doubleday/Currency, 1990.

Stahl, S., 2000. "Bringing Old Ideas to New Times: Learning Principles of Kurt Lewin Applied to Distance Education," pp. 111 - 116, in E-Learning: Expanding the Training Classroom through Technology, Eds. Mealy and Loller, International Association for Human Resource Information Management (IHRIM): Austin.

Vella, Jane. Learning to Listen Learning to Teach: The Power of Dialogue in Educating Adults. Jossey-Bass, San Francisco, CA, 1994 .

_________. Training Through Dialogue. Jossey-Bass, San Francisco, CA, 1995.

Wheatley, M. Leadersship and the new science: Learning about organization from an orderly
universe. San Francisco: Berrett-Koehler, 1994

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			General Pedagogy for Online Instruction Case Studies and Reports Video Conferencing Other Useful Readings (not Web accessible) General Pedagogy for Online Instruction Engagement Theory: A framework for technology-based teaching and learning. (Kearsley, G. & Shneiderman, B., 1999) The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching. New times demand new ways of learning. (North Central Regional Educational Laboratory, 1995) Bringing Old Ideas to New Times:Learning Principles of Kurt Lewin Applied to Distance Education (Steven Stahl) Kurt Lewin articulated three essential ideas in the late 1930s and early 1940s that can be used today to improve distance education courses taught both by the Web and interactive television: (1) the significance of learners playing an active role in discovering knowledge for themselves; (2) the importance of a cohesive approach to instruction that includes cognitive, affective, and psychomotor activities to support permanent changes in attitudes, ideas, and behaviors; and (3) the powerful impact that the social environment of the learner has in supporting change. Project-based learning: A primer (Technology & Learning, G. Solomon) Facilitating Knowledge Construction and Communication on the Internet (Maggie McVay) "Facilitating learning on the Internet is significantly different from working with either classroom-based instruction or telelearning efforts modeled on classroom-based lectures. The keys to facilitating knowledge construction on the Internet are interaction and communication". The Shroud of Lecturing (Stephen DeLong) "Explosive growth of the Web and the dynamism of the home page encourage instructors to develop more interesting and interactive ways to engage their students in learning. At a fundamental level, the Web challenges the authority of the professor in the classroom by democratizing information. It shifts the focus from production and delivery to customer and content -- from professor and lecture to student and information. The most skillful instructor is therefore the one who can best teach discernment among myriad competing sources of information. The culture of higher education is likely to be profoundly changed as a result. Development of pedagogical tools and curricular content will move beyond the scope of most individual faculty, who will require the help of a skilled team." Case Studies and Reports Back to top Exploring the Middle Ground: A Course on Teaming in Cyberspace ( Stephen Ruth, Joel Foreman, and Ted Tschudy) Students were convened in a classroom on four occassions; In-class activities were replace with TV and audiocassette lectures, reflective writing assignments, self-paced learning exercises, linkages with online teaming practitioners, and an online conference about knowledge management. Results are presented. Impacts of College-Level Courses via Asynchronous Learning Networks: Some Preliminary Results (Starr Roxanne Hiltz) This paper presents preliminary findings about impacts on students, and touches on some issues and potential impacts on faculty, individual universities, and the structure of higher education. Two complete undergraduate degree programs are discussed via a mix of video plus Virtual Classroom, the B.A. in Information Systems and the B.S. in Computer Science. Video Conferencing Back to top Blending Popular Education with Distance Technologies: Sharing Through Interactive Television. Discussion of of a successful video conferencing-based program conducted through Community College. The curriculum of this program was developed using the principles of Popular Education adopting many of the practices of Jane Vella. Content area was in early childhood special education. Students met weekly for 28 three hour sessions Other Useful Readings (not Web accessible) Back to top Freire, Paul. Pedagogy of the Oppressed. New York, NY: The Continuum Publishing Company, 1993. _________. & Antonio Faundez. Learning to Question. A Pedagogy of Liberation. New York: Continuum, 1989. Horton, Myles & Paulo Freire. We Make the Road by Walking. Philadelphia, PA: Temple University Press, 1990. Johnson, David W. & Frank Johnson. Joining Together. Englewood Cliffs, NJ: Prentice Hall, 1987. Jonassen, D. Computers as mindtools for schools: Engaging critical thinking.Upper Saddle River,NJ: Prentice-Hall, 2000 Kearsley, C. Online education: Learning and teaching in cyberspace. Belmont, CA: Wadsworth/Thomson Learning, 2000. McCormack, C. & Jones, D. Building a web-based education system. New York: Wiley Computer Publishing, 1998 Palloff, R. & K. Pratt. Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Jossey-Bass, San Francisco, CA, 1999. Senge, Peter M. The Fifth Discipline. The Art & Practice of the Learning Organization. New York, NY: Doubleday/Currency, 1990. Stahl, S., 2000. "Bringing Old Ideas to New Times: Learning Principles of Kurt Lewin Applied to Distance Education," pp. 111 - 116, in E-Learning: Expanding the Training Classroom through Technology, Eds. Mealy and Loller, International Association for Human Resource Information Management (IHRIM): Austin. Vella, Jane. Learning to Listen Learning to Teach: The Power of Dialogue in Educating Adults. Jossey-Bass, San Francisco, CA, 1994 . _________. Training Through Dialogue. Jossey-Bass, San Francisco, CA, 1995. Wheatley, M. Leadersship and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler, 1994 Back to top Home