ERIC Number: ED466231
Record Type: RIE
Publication Date: 2001
Six WWW Based Learner Supports You Can Build.
Winnips, Koos; McLoughlin, Catherine
Effective teaching is systematic and well planned and student learning depends not only on student-based factors such as ability and prior knowledge, but also on the teaching context and on good management. Often, students need to be supported in gaining mastery in skills and new concepts. This paper outlines six examples of providing World Wide Web-based learner supports. Three of them are initial supports, provided from the start of a course and faded so that students can learn to self-regulate, and include giving away parts of the solution, providing World Wide Web links, and providing video comments. Three are ongoing supports, provided during a course and based on student input, and are providing open feedback comments, using a feedback form, and linking to good examples of student work. Implementation depends on course structure and requirements, the course support environment that is used, and the desired time investment of instructors. The supports mentioned require no advanced technologies so they can be implemented in most course support environments to help learners self-reliantly perform their tasks. The examples mentioned in this paper are not intended as an extensive framework for World Wide Web-based learner support, but more as examples of good practice. (Contains 13 references.) (AEF)
Descriptors: Course Content, Educational Practices, Feedback, Foreign Countries, Services, Skill Development, Teaching Methods, Web Based Instruction
Association for the Advancement of Computing in Education (AACE), P.O. Box 2966, Charlottesville, VA 22902 ($40, AACE members; $50, nonmembers). Tel: 804-973-3987; Fax: 804-978-7449; Web site: http://www.aace.org.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: ED-Media 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (13th, Tampere, Finland, June 25-30, 2001); see IR 021 194.