Online Learning: Growing into our Capacity for Flexible Learning

Maynes, Nancy; Hatt, Blaine E.

doi:10.14239/jte.2013.01202

Cited by 2 publications

(4 citation statements)

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“…The importance of a cohesive and consistent learning model that should serve as the guiding framework for all courses in a degree program is only recently recognized as a necessary condition for online learning success (Anderson & Drone, 2011;Jorge et al, 2015;Maynes & Hatt, 2013;Moore, 2014). The online learning model combines educational science knowledge, curriculum design, and subject-matter education with online learning concepts (Jorge et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Robust Learning Model With A Spiral Curriculum: Implications For For TThe Educational EffectivenessOfOf Online Master Degree Programs

Neumann

Lewis

2017

CIER

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This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a wide range of educational effectiveness indicators for online master degree programs. Meaningful improvement in educational effectiveness was validated by the study. The importance of the first course's predictors in predicting and explaining the various degree program educational effectiveness indicators was also very instrumental. The theoretical and practical implications of the study's findings for online faculty, university administrators, and policy makers were examined.

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Section: Introductionmentioning

confidence: 99%

The Robust Learning Model With A Spiral Curriculum: Implications For For TThe Educational EffectivenessOfOf Online Master Degree Programs

Neumann

Lewis

2017

CIER

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“…Recent research into the need for high quality online discussions among course participants (Maynes & Hatt, 2013) However, for many online professors, it can be challenging to find ways to communicate clear expectations to students about how to contribute to discussions effectively. When these online discussions occur among course participants in a way intended to build on previous comments, online learners refer to these contributions as threads.…”

Section: Threading To Keep Online Discussion Sharpmentioning

confidence: 99%

“…Modern educational pedagogy promotes a collaborative approach to learning (Freire, 1990(Freire, , 1994Hardwick, 2000;Jeffries, 2003;McConnell, 2000;Senior, 2010). This is equally true of learning that takes place online (Maynes & Hatt, 2013). In fact, online course instructors stress the importance of maintaining their philosophy of instruction and working toward adapting the capacities of online environments, so that they provide the convenience of online approaches with the strengths of face-to-face venues for learning.…”

Section: Social Constructivist Pedagogymentioning

confidence: 99%

“…Increasingly, schools and universities are offering courses through online options (Siemans, 2006). Many online courses include elements of interaction among participants through threaded discussions around a topic that is identified by the instructor, or through topics of interest identified by the course participants (Maynes & Hatt, 2013). Since course instructors expect this interaction among online course participants to provide evidence of each participant's engagement with the course topics, they need to be able to evaluate the frequency and quality of the online discussions for their courses.…”

Section: Introductionmentioning

confidence: 99%

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Threading the Discussion: A Model to Examine the Quality of Posts in an Online Learning Environment

Maynes¹,

Hatt²

2014

teachlearn

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The design of online learning courses offered in a teacher education program and with post-graduate degrees in education varies greatly by course focus, instructor experience, and availability of suitable and accessible platform software. Many online course instructors include asynchronous topic-based discussions in their course expectations for students. However, it is an ongoing discussion among the online professorship as to ways they might encourage increased depth and thoughtful contributions to the online community’s learning by engaging in threaded online discussions. This paper provides and overview of a model for online learning, as derived from recent research and proposes a framework for examining two aspects of online discussion threads that may be posted by student participants. First, a framework is provided that might be given to online student participants to guide their contributions to the discussions. Second, a list of possible contents of online discussions is presented and suggestions are made for how the online professorship might use this list of possibilities to guide peer and self-evaluation of online contributions.

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Online Learning: Growing into our Capacity for Flexible Learning

Cited by 2 publications

References 20 publications

The Robust Learning Model With A Spiral Curriculum: Implications For For TThe Educational EffectivenessOfOf Online Master Degree Programs

The Robust Learning Model With A Spiral Curriculum: Implications For For TThe Educational EffectivenessOfOf Online Master Degree Programs

Threading the Discussion: A Model to Examine the Quality of Posts in an Online Learning Environment

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