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ERIC Number: EJ1067280
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1544-0389
Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation
Benedetti, Christopher
Journal of College Teaching & Learning, v12 n3 p171-176 2015
This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the development and delivery of online course content. Online instructors also struggle with engaging students within the generalized environment of an online classroom, which is a consequence of the lack of learner individualization. One way to individualize the learning experience in an online classroom is to appeal to students' learning characteristics and preferences, which include learning styles, navigation behaviors, and social and environmental factors. Utilizing these characteristics and preferences, the online instructor and student can work together on a process of online learner adaption. The process includes three main components that incorporate the identified characteristics and preferences: identifying the lens, creating the map, and delivering the tool. To facilitate the process of online learner adaption, the instructor serves as a thinking advisor, assisting the students in identifying their own learning styles and preferences and how they can be adapted to optimize learning in the online classroom. [Issue number (n4) displayed on the PDF is incorrect.]
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A