A generic model for on-line learning

Rosbottom, John; Crellin, Jonathan; Fysh, Dave

doi:10.1145/343048.343131

Cited by 8 publications

(5 citation statements)

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“…This would facilitate rapid assessment and revision, as needed. Rosbottom and Crelling (2000) observe that with more practice, faculty expertise in designing online modules rapidly increases. As a result, additional online components can be added.…”

Section: Identifying Modules For Online Deliverymentioning

confidence: 99%

Redesigning a SAD Course to Promote Problem-Based Learning

Quade

2009

Handbook of Research on Modern Systems Analysis and Design Technologies and Applications

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This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.

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Section: Identifying Modules For Online Deliverymentioning

confidence: 99%

Redesigning a SAD Course to Promote Problem-Based Learning

Quade

2009

Handbook of Research on Modern Systems Analysis and Design Technologies and Applications

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“…The features of WebCT used for teaching the HCI module fall roughly into the three components of a generic model for on-line learning described in [8], that is: learning resources, virtual community and management tools. Figure 1 illustrates the home or opening page of a WebCT module.…”

Section: Features Of the Vlementioning

confidence: 99%

Evaluating the use of a virtual learning environment for teaching aspects of HCI

Chalk

2002

Proceedings of the 7th Annual Conference on Innovation and Technology in Computer Science Education

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In this paper, we describe the results of evaluating a taught module in Human-Computer Interaction (HCI). The focus of this paper is on the use of a virtual learning environment (VLE) -in the case WebCT -as a vehicle for both the taught content and assessment and for demonstrating important aspects of HCI. Evidence of student learning is presented and evaluated, including examples of work submitted through the VL, and the results of an evaluation questionnaire.

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“…While not a true distance learning model, this approach represents a new model of course delivery in which students enrolled in a course may study on campus or off-campus, or elect a mixture of both. This model of learning may better meet the needs of those "increasing numbers [of students] who wish to study while at work, either part time or full time, or who wish to study and meet family responsibilities" [13]. Materials are made available online via the Internet, with some materials being handed out in class as handouts.…”

Section: Descriptionmentioning

confidence: 99%

“…A great deal of work and research on distance learning (DL) in its various forms has been conducted in recent years that have lead to an extensive literature [7,11,13,14,17,18]. In this paper, we do not attempt to repeat this.…”

Section: Introductionmentioning

confidence: 99%

Dimensions of distance learning for computer education

Clear¹,

Meyer²,

Varden³

et al. 2001

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

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In this paper, we explore what is variously termed distance learning (DL), asynchronous, online, Webbased, and Web-supported learning in terms of how it can support and perhaps even improve the fields of education involving computing. We use the term distributed education to cover all mentioned topics. We describe how the incorporation of these methods can benefit computer education. These benefits arise because of the nature of the computing field, the profound requirements for students to understand concepts and acquire skills as opposed to mere exposure to facts, and our assessment that distributed education has the potential to address many of the challenges identified. We conclude with suggestions on the incorporation of distributed methods into computer education. Acknowledgements:

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A generic model for on-line learning

Cited by 8 publications

References 0 publications

Redesigning a SAD Course to Promote Problem-Based Learning

Redesigning a SAD Course to Promote Problem-Based Learning

Evaluating the use of a virtual learning environment for teaching aspects of HCI

Dimensions of distance learning for computer education

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