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ERIC Number: EJ905129
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1071-6084
A Model to Integrate Online Teaching and Learning Tools into the Classroom
Schmidt, Klaus
Journal of Technology Studies, v30 n2 p86-92 Spr 2004
With the evolution of the World Wide Web, online teaching and learning has gained a tremendous amount of popularity. New Web teaching and learning tools are created at a fast pace to help better address the multitude of teaching and learning styles. Liu and Thompson (1999) found that faculty members are more likely to use a wider variety of educational technologies when exposed to online teaching and learning tools and thus teach to a broader array of learning styles. The increasing diversity of learning strategies is a growing challenge for teachers. One way to address this challenge is to incorporate online learning tools into the traditional classroom. Such a combination may benefit both students and teachers if those tools provide quality teaching and learning opportunities and outcomes. However, little research exists on how learning environments can be created that successfully combine online teaching and learning with traditional classroom environments to enhance student learning. This article introduces a model that addresses how an effective combination of online and traditional classroom teaching can be obtained. The article shows how learning outcomes and preferences, as well as the awareness of student characteristics and student feedback such as the perception of classroom environment, can be used to enhance the quality of a combined learning environment. (Contains 1 figure and 2 notes.)
Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept@bgsu.edu; Web site: http://eptglobal.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A