ERIC Number: ED485092
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 16
Who's in Charge? A System of Scaffolds That Encourages Online Learners to Take Control
Boyer, Naomi R.
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
The teaching and learning "dance" is one that traditionally has been led by the instructor with the student following passively. Faculty members in higher education are entering the realm of online learning, many with the previous experience and hopes of facilitating student-centered, active learning experiences. However, due to factors that are integral to this environment, many are returning to their "comfort zones" by providing greater clarity and specificity, stricter accountability measures, and less student flexibility/personalization. To address best teaching practices in adult education within the online environment, a systems model of social, self-direction is presented that allows the student to "lead" and yet learn how to facilitate the self-direction process. This model was used as an instructional intervention in this study, which sought to answer the question: "What are the self-perceived learning gains of students engaged in a social, self-directed learning experience?" A self-rated pre-test/post-test design was utilized with the 8 course sections and 112 subjects that received this instructional intervention. Other data sources were also utilized as triangulation for validating the self-reported learning gains on both the breadth and depth of course material. The model was found to facilitate significant learning gains, while attending to university guidelines and course requirements. Further implications and questions that are resulting from this research are also explored.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.