Author(s): Karen S. Y. Lee
Journal: Journal of Educational Media & Library Sciences
ISSN 1013-090X
Volume: 41;
Issue: 4;
Start page: 437;
Date: 2004;
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Keywords: Online course design and teaching | WebCT | Pedagogical reengineering | Problem-based and self-regulated learning
ABSTRACT
World Wide Web functions offer flexible and powerful tools to online course instructorsm across disciplines. WebCT being one of the leading providers of integrated elearning systems, provides features that are conducive to learning and instruction.This article will discuss how to: 1. design and conduct WebCT courses across disciplines, 2. use the constructivist pedagogy of learning and teaching in WebCT courses, and 3. enhance the problem-based and self-regulated features of Web-based learning.The focal points of this article emphasize pedagogical reengineering for designing and conducting online courses that differ in delivery, reception, and learner participation from courses being offered via traditional instructional mode. Qualitative and innovative online instruction demands more complicated work, time, and patience than traditional mode of instructional delivery. Examples from two uniquely different disciplines are elaborated. Suggestions for creating and delivering online courses are also provided.
Journal: Journal of Educational Media & Library Sciences
ISSN 1013-090X
Volume: 41;
Issue: 4;
Start page: 437;
Date: 2004;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Online course design and teaching | WebCT | Pedagogical reengineering | Problem-based and self-regulated learning
ABSTRACT
World Wide Web functions offer flexible and powerful tools to online course instructorsm across disciplines. WebCT being one of the leading providers of integrated elearning systems, provides features that are conducive to learning and instruction.This article will discuss how to: 1. design and conduct WebCT courses across disciplines, 2. use the constructivist pedagogy of learning and teaching in WebCT courses, and 3. enhance the problem-based and self-regulated features of Web-based learning.The focal points of this article emphasize pedagogical reengineering for designing and conducting online courses that differ in delivery, reception, and learner participation from courses being offered via traditional instructional mode. Qualitative and innovative online instruction demands more complicated work, time, and patience than traditional mode of instructional delivery. Examples from two uniquely different disciplines are elaborated. Suggestions for creating and delivering online courses are also provided.