Design Lessons about Participatory Self-Directed Online Learning in a Graduate-Level Instructional Technology Course
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| Title: | Design Lessons about Participatory Self-Directed Online Learning in a Graduate-Level Instructional Technology Course |
|---|---|
| Language: | English |
| Authors: | Yamagata-Lynch, Lisa C., Do, Jaewoo, Skutnik, Anne L., Thompson, Duren J., Stephens, Adam F., Tays, Cheryl A. |
| Source: | Open Learning. 2015 30(2):178-189. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Graduate Study, Self Directed Groups, Online Courses, Educational Environment, Asynchronous Communication, Synchronous Communication, Curriculum Design, Assignments, Cooperative Learning, Cooperative Planning, Formative Evaluation, Active Learning, Blended Learning, Learning Activities, Educational Technology, Feedback (Response), Educational Practices |
| Geographic Terms: | Tennessee |
| DOI: | 10.1080/02680513.2015.1071244 |
| ISSN: | 0268-0513 |
| Abstract: | This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week's worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2015 |
| Accession Number: | EJ1076231 |
| Database: | ERIC |
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| Abstract: | This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week's worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. |
|---|---|
| ISSN: | 0268-0513 |
| DOI: | 10.1080/02680513.2015.1071244 |
