Online Professional Communication: Pedagogy, Instructional Design, and Student Preference in Internet-Based Distance Education

Cook, Kelli Cargile

doi:10.1177/108056990006300211

Cited by 15 publications

(8 citation statements)

References 2 publications

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“…Some researchers correlate the successful setting of expectations before the online session with the success of teaching and learning. If lecturers prepare students for what is to be expected online, what to look for in terms of learning outcomes and how to succeed ahead of time, then the chances of effective delivery are high (Cook, 2000;Evans, 2001;Jones and Kelly, 2003).…”

Section: People (Who)mentioning

confidence: 99%

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

Bhandari

2020

Compass

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As online classrooms have recently become integral to the teaching of Business Education in the United Kingdom (UK) and as a key challenge here is to use available resources effectively, all business teachers must be proficient in deploying virtual learning. Most international students entering Business Education do not know how to use a virtual learning environment (VLE); many are grappling with the transition to adult life, living alone and away from families. All business teachers are therefore responsible for engaging and involving each of them; by adopting a socio-cultural model in virtual learning classrooms, they can work with students on the gradual development of key business skills and characteristics with potentially broad application.This article discusses: a socio-cultural approach to the online teaching and learning of Business Education, together with implications for practice; the socio-cultural model proposed by Brenton (2014), with its key elementspeople (who), shared purpose (why), locating framework and social conditions (where), method (how) and activity (what). This particular model clearly incorporates the social and cultural characteristics of the student in business; it explains to students and develops in them such key business skills as problemsolving, creative thinking, communication, planning and organisation; it encourages in them self-management, self-efficacy, self-monitoring and a sense of responsibility. All of these skills and characteristics enhance employability and pave the way to future success in business enterprise. Understanding what Business Education students each bring to the virtual classroom is therefore essential to the creation of independent learners. The article focuses on the cultivation of collaboration in online classrooms and on developing communities of learning, with ideas for practice; it outlines the role of the lecturer in the virtual classroom, especially in sustaining inclusivity; it concludes by affirming the importance of lecturers' development of a social collaborative process in virtual classrooms, of their establishment of an inclusive online ethos and of their encouragement of skills that enhance employability and lead to success in business too. Many learners with anxiety, shyness and personal barriers to integration with other business students can benefit from the application of a socio-cultural model in VLEs. There are clear implications for all key stakeholdersstudents, lecturers, policy makers and developers of online classroom technology.

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Section: People (Who)mentioning

confidence: 99%

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

Bhandari

2020

Compass

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“…Benbunan-Fich and Hiltz found that online collaborative assignments need to be approached differently [22, p. 309]. Cook [7] and Codone [11] show that instructors need to understand how students function in Web environments so as to make instructional materials accessible. Finally, Mehlenbacher et al note the difficulty of transferring classroom-writing tasks online [23, p. 176].…”

Section: Presentation Of Course Materialsmentioning

confidence: 99%

Teaching a Distance Education Version of the Technical Communication Service Course: Timesaving Strategies

Battalio

2006

Journal of Technical Writing and Communication

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The author has taught a distance education version of the undergraduate technical communication service course at Boise State University since 1997 and shares the strategies he has found to decrease the time instructors spend teaching online, thereby enabling them to use the time they do have to enhance their students' online experience. These strategies are distributed among four areas: management of collaboration, presentation of course material, grading, and interaction with students. For each one, the author presents the problems that may occur and approaches to resolving them. The article addresses a number of concerns expressed in the scholarly literature on distance education and is informed by surveys given to five sections of the author's course taught between 2001 and 2003. Interspersed through the article is an overview of some of the current research and commentary on distance education of particular interest to those teaching the technical communication service course via the Internet.

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“…We focus on current online course development models and formulate an extension of these models described as the tripartite model. Our proposals are based on the belief that effective on-line course delivery is a function, at least in part, of design factors (Cook, 2000). Further, because "Detailed, content delivery models are significantly followed in commercial courseware factories but not in academia" (Rada, 2001, p. 104), we believe that an integrative approach is needed and wish to consider conditions that maximize the development of effective online products in the post-secondary sector.…”

Section: Introductionmentioning

confidence: 99%

Addressing A Missing Link In Higher Education On-line Content Development: Toward A Tripartite Collaborative Model

Assogbavi

Grzeda

2005

TLC

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Although more than a dozen methods for developing and offering courses through distance education have been utilized over the years, the offering of on-line courses through the “World Wide Web” is still in its infancy. The number of failures in managing such on-line offerings calls for substantial research to explore why some programs are successful while others fail. A few years ago, dozens of business schools in the US were trying to position themselves in what was promised to be a lucrative market for on-line education and training. While some institutions have successfully established internet-based programs, many others have scrapped their on-line projects. Many reasons account for these failures. Among these are misinterpretations of the market, problems faced by traditional schools, start-up costs, choice of development/delivery model and faculty skepticism. While all these reasons have a great impact on the results of the first decade of on-line education experience, this paper focuses on what seems to be the major factor: finding the right on-line model. The paper suggests that an on-line higher education model based on a partnership between the institution, the content experts and the e-learning technology providers is the most functional. This model helps each partner clearly determine an appropriate role, increasing the likelihood of a successful outcome.

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Online Professional Communication: Pedagogy, Instructional Design, and Student Preference in Internet-Based Distance Education

Cited by 15 publications

References 2 publications

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

A Socio-Cultural approach on learning in the virtual classrooms- key implications for practice

Teaching a Distance Education Version of the Technical Communication Service Course: Timesaving Strategies

Addressing A Missing Link In Higher Education On-line Content Development: Toward A Tripartite Collaborative Model

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