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How Interactive are YOUR Distance Courses
How Interactive are YOUR Distance Courses
However, studies such as one by Miller and Webster (1997, December) have found no significant difference in assessments of interaction between students in a synchronous (face-to-face) and asynchronous courses. Horn (1994) and Hirumi and Bermudez (1996) are among those who find that, with proper instructional design, distance courses actually can be more interactive than traditional ones, providing more personal and timely feedback to meet students’ needs than is possible in large, face-to-face courses.
·westga.edu·
How Interactive are YOUR Distance Courses
Tremblay: Best Practices and Collaborative Software In Online Teaching
Tremblay: Best Practices and Collaborative Software In Online Teaching
They focus group energy, they permit real-time interaction (which can help develop group cohesion, especially for those less familiar with media-based learning) and, most importantly, they provide a familiar instructional environment that mimic many positive features found in the traditional classroom environment (i.e., synchronicity, verbal rather than text-based interaction, instructor presence, whiteboard presentation facilities, hand-raising for turn-taking, public and private messaging capabilities).
·irrodl.org·
Tremblay: Best Practices and Collaborative Software In Online Teaching
ScienceDaily: Monkeys Learn In The Same Way As Humans, Psychologists Report
ScienceDaily: Monkeys Learn In The Same Way As Humans, Psychologists Report
"Many people," Kornell noted, "have had the experience of listening to a computer instructor open a menu and go through a series of steps. Then you try to do it, and you don't even know which menu or what the first step is. If you are passively following along, you won't remember it as well as if you're forced to do it yourself. Active learning is much harder, but if you can do it successfully, you will remember it much better in the long run.
·sciencedaily.com·
ScienceDaily: Monkeys Learn In The Same Way As Humans, Psychologists Report
Kapp Notes: Design: Advantages of Interactivity
Kapp Notes: Design: Advantages of Interactivity
In fact, Michael Moore, of the American Journal of Distance Education, wrote that interactivity between a learner and the content is “the defining characteristic of education. Without it there cannot be education, since it is the process of intellectually interacting with content that results in changes in the learner’s understanding, the learner’s perspective, or the cognitive structures of the learner’s mind .”
William Horton, a leading expert in the field of web-based instructional design, in his work titled Designing Web-Based Training. Horton writes, “Interactivity boosts learning. People learn faster and develop more positive attitudes when learning is interactive.”
·karlkapp.blogspot.com·
Kapp Notes: Design: Advantages of Interactivity
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Samples of e-learning content about Bloom's taxonomy and instructional design. I don't agree with everything in the content or how it's presented, but there's always something to learn from looking at other people's interactive learning.
·vibrantwavelength.com·
Wavelength - IDCWC Online - Instructional Design and Content Writing Certificate Course (Online), India
Top News - Analysis: How multimedia can improve learning
Top News - Analysis: How multimedia can improve learning
Research on how effective use of multimedia can improve learning outcomes. Based on research by Mayer, Moreno, Clark, & others. Much of this is in e-Learning and the Science of Instruction, but some of these principles, especially on interactivity, aren't included in that book. (Quotes from page 4)
Direct Manipulation Principle: As the complexity of the materials increases, the impact of direct manipulation (animation, pacing) of the learning materials on the transfer of knowledge also increases.
However, when the average student is engaged in higher-order thinking using multimedia in interactive situations, on average, that student's percentage ranking on higher-order or transfer skills increases by 32 percentile points over what the student would have accomplished with traditional learning.
·eschoolnews.com·
Top News - Analysis: How multimedia can improve learning
VoiceThreads: Extending the Classroom with Interactive Multimedia Albums | Edutopia
VoiceThreads: Extending the Classroom with Interactive Multimedia Albums | Edutopia
Using VoiceThread as an asynchronous multimedia discussion with sixth graders with great results and conversations from students.
In his inaugural attempt using the application, Ferriter posted VoiceThreads about a variety of topics online, encouraging students to comment on them voluntarily on their own time. He got dozens -- even hundreds -- of comments on each. It was a revelation. "I can basically extend my classroom," he says.
Ferriter says more students participate more actively in digital discussions than in the classroom. "You don't have to be the loud one or the popular one," he points out. When he asked his students about their online involvement, he said they cited the sense of safety: "They can think about their comments beforehand." They also liked the fact that any VoiceThread has multiple conversations going on at once. "In a classroom conversation, there's generally one strand of conversation going at any one time, and if you're bored by that particular strand, you're completely disengaged," says Ferriter.
Ferriter says more students participate more actively in digital discussions than in the classroom. "You don't have to be the loud one or the popular one," he points out. When he asked his students about their online involvement, he said they cited the sense of safety: "They can think about their comments beforehand."
·edutopia.org·
VoiceThreads: Extending the Classroom with Interactive Multimedia Albums | Edutopia