Abstract
The majority of online instructional programs are transmissive, viewing learning as passive, rather than as interactive and engaging — important attributes for the promotion of higher order learning. We argue that the lack of clear pedagogical models for online learning is a critical limiting factor in the development of quality teaching online. We present a model for designing online learning environments for facilitating higher-order thinking in traditional and ‘fuzzy’ contexts. Conceptualising user interaction with the instructional system under the categories of ‘Interaction and ‘Expertise Development’ greatly facilitates the incorporation of effective pedagogical approaches in the instructional design process.
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Nicholson, P., White, G. (2002). Teaching for Quality Learning Online. In: Watson, D., Andersen, J. (eds) Networking the Learner. WCCE 2001. IFIP — The International Federation for Information Processing, vol 89. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35596-2_5
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DOI: https://doi.org/10.1007/978-0-387-35596-2_5
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4020-7133-1
Online ISBN: 978-0-387-35596-2
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