Abstract
This qualitative research study informs the development and implementation of effective online learning environments by examining course content, sequencing, methods, and sociological approaches, as identified by students and instructors, which contributed to positive online learning experiences. Researchers interviewed 6 online course instructors and 9 adult students about their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform data analysis, findings revealed how various components of one online program provided students with an effective online learning experience. The study has implications for individuals who develop and/or teach online courses.
| Original language | English (US) |
|---|---|
| Pages | 310-311 |
| Number of pages | 2 |
| State | Published - 2010 |
| Event | 9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: Jun 29 2010 → Jul 2 2010 |
Other
| Other | 9th International Conference of the Learning Sciences, ICLS 2010 |
|---|---|
| Country/Territory | United States |
| City | Chicago, IL |
| Period | 6/29/10 → 7/2/10 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education