A Web-Based Model for University Instruction

Duchastel, Philip

doi:10.2190/uff9-kb1x-ngg4-uhkl

Cited by 62 publications

(45 citation statements)

References 8 publications

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“…Similarly, Duchastel 23 emphasized the importance of building learner confidence through successful completion of a learning task. If the learners feel challenged, they may gain interest and motivation which leads to repeated practice and further conceptual and skill development.…”

Section: Implictions For Practice: Strengths and Weaknessesmentioning

confidence: 99%

Web-Based Instruction and Its Impact on the Learning Activity of Medical Students: A Review

Potomková¹,

Mihál²,

Cíhalík³

2006

Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub

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Background:The aim of this review was to summarise the experience on implementation of information technology to support the teaching and learning process in medicine. Particular attention was paid to web-based tutorials, their impact on increasing the effectiveness of medical instruction and motivation of students towards self-directed learning. Most of the studies selected for the purpose of the review comprised evaluation of the web-tutorials in view of practical implementation, strengths, weaknesses, and main preferences in comparison with traditional lecture-based education.Method and results: We searched MEDLINE via PubMed using MeSH term "computer-assisted learning" between 1996 and 2005 and selected for inclusion in this review were studies on the implementation and evaluation of web based tutorials in medical education. Additional related papers were obtained through cross-referencing. We found that overall, students prefer Web tutorials to traditional lecture-based classes for accessibility, ease of use, freedom of navigation, high medical image quality and advantage of repeated practice, that web-based learning has been continually developing and that it is a very important tool in Evidence Based Medicine.Conclusions: Web based education is an important tool in medical training. It will require transformation in the way medicine is taught from instructor based to self directed learning. It is above all seen as a device for information retrieval and storage.

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Section: Implictions For Practice: Strengths and Weaknessesmentioning

confidence: 99%

Web-Based Instruction and Its Impact on the Learning Activity of Medical Students: A Review

Potomková¹,

Mihál²,

Cíhalík³

2006

Biomed Pap Med Fac Univ Palacky Olomouc Czech Repub

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“…Authentic tasks create polished products valuable in their own right: Tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else (e.g., Barab, Squire & Dueber, 2000;Duchastel, 1997;Gordon, 1998). 10.…”

mentioning

confidence: 99%

“…10. Authentic tasks allow competing solutions and diversity of outcome: Tasks allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures (e.g., Bottge & Hasselbring, 1993;Bransford, Sherwoord et al, 1990;Bransford, Vye et al, 1990;Duchastel, 1997).…”

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confidence: 99%

Authentic Tasks Online: A synergy among learner, task, and technology

2006

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Fostering the synergy among learner, task and technology to create innovative and immersive distance learning environments runs counter to the widespread practice of incorporating traditional classroom pedagogical strategies into web-based delivery of courses. The most widely accepted model of online higher education appears to be one of reductionism, whereby learning management systems facilitate the design of easily digested packets of information, usually assessed by discrete stand-alone tests and academic assignments. This paper describes a model of authentic tasks that can assist in designing environments of increased rather than reduced complexity. It provides a robust framework for the design of online courses, based on the work of theorists and researchers in situated learning and authentic learning. It describes the characteristics of a task's design that facilitates the requirements of an entire course of study being readily satisfied by its completion, where the students make the important decisions about why, how, and in what order they investigate a problem. The paper describes several learning environments that were investigated in depth in the study and explores the synergies that exist between the learners, tasks and technology engaged in authentic learning settings. The paper leads readers to a conceptual understanding of the role of authentic tasks in supporting knowledge construction and meaningful learning, and illustrates the principles of authentic task design for online learning environments. Authentic Tasks Online 2A synergistic view of teaching and learning synergy: the working together of two or more things, people, or organizations, especially when the result is greater than the sum of their individual effects or capabilities.

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“…Activities allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of rules and procedures (e.g., Bransford et al, 1990;Duchastel, 1997;Young & McNeese, 1993).…”

Section: Authentic Activities Allow Competing Solutions and Diversitymentioning

confidence: 99%

“…Authentic activities create polished products valuable in their own right rather than as preparation for something else: Activities culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else (e.g., Barab, Squire, & Dueber, 2000;Duchastel, 1997;Gordon, 1998) 10.…”

mentioning

confidence: 99%

Immersive learning technologies: Realism and online authentic learning

Herrington

Reeves

Oliver

2007

J. Comput. High. Educ.

121

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Abstract:The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultra-realistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than 'cognitive realism', provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism are presented together with the views of teachers, authors and instructional designers. Finally, the implications of this approach are discussed.

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A Web-Based Model for University Instruction

Cited by 62 publications

References 8 publications

Web-Based Instruction and Its Impact on the Learning Activity of Medical Students: A Review

Web-Based Instruction and Its Impact on the Learning Activity of Medical Students: A Review

Authentic Tasks Online: A synergy among learner, task, and technology

Immersive learning technologies: Realism and online authentic learning

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