東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Incorporating learning community int...

Holder, LuAnne S.

Linked to FindBook

Google Book

Amazon

博客來

Incorporating learning community into an instructional design model.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Incorporating learning community into an instructional design model./
Author:	Holder, LuAnne S.
Description:	222 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412481
ISBN:	9781124109787

Incorporating learning community into an instructional design model.
Holder, LuAnne S.

Incorporating learning community into an instructional design model. - 222 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.

Thesis (Ph.D.)--Capella University, 2010.

The purpose of this study was to develop and refine an instructional design model that could be used as a guide for designing online courses to nurture the development of learning communities. Using learning communities as an instructional approach has been identified as a beneficial element of the online learning environment that addresses the challenges of the separation of time and space of learners. Instructional design models have been used to guide designers to identify the components of learning communities. However, this instructional design model was designed to guide designers in how to develop those communities. A three-round Delphi study was used to refine a preliminary model developed as a result of a review of the literature in the areas of learning communities and nonlinear instructional design models. This model, the congenial-cognitive community (3C), was based on the interaction between the social element and the educational element of the learning community. The study engaged seven academic experts in the fields of instructional design and/or learning communities to serve on a Delphi panel to refine the preliminary 3C model. The findings of this study highlighted elements considered essential for developing online learning communities. Such elements included the need for the development of the social aspect of the community before engaging in collaborative academic projects. Using a problem-based, constructivist approach to instruction was found to address the reluctance of online learners to move beyond confirmation of knowledge into co-construction of knowledge. Additionally, the element of the instructor role in learning community development was determined to be essential. Consensus was achieved for the refined 3C model. The study provides the instructional design profession with a new model to add to the repertoire of instructional design models, one that focuses on how to stimulate critical thinking in learners through the use of learning communities. The 3C model was found to have multiple applications. It can be used as a visual guide to provide insight into the social, cognitive, and teaching aspects of learning community development.

ISBN: 9781124109787Subjects--Topical Terms:

1669073
Education, Instructional Design.

Incorporating learning community into an instructional design model.
LDR:03161nam 2200301 4500 001 1395621
005 20110520122408.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124109787
035 $a (UMI)AAI3412481
035 $a AAI3412481
040 $a UMI $c UMI
100 1 $a Holder, LuAnne S. $3 1674331
245 1 0 $a Incorporating learning community into an instructional design model.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.
500 $a Adviser: Molly Lane.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The purpose of this study was to develop and refine an instructional design model that could be used as a guide for designing online courses to nurture the development of learning communities. Using learning communities as an instructional approach has been identified as a beneficial element of the online learning environment that addresses the challenges of the separation of time and space of learners. Instructional design models have been used to guide designers to identify the components of learning communities. However, this instructional design model was designed to guide designers in how to develop those communities. A three-round Delphi study was used to refine a preliminary model developed as a result of a review of the literature in the areas of learning communities and nonlinear instructional design models. This model, the congenial-cognitive community (3C), was based on the interaction between the social element and the educational element of the learning community. The study engaged seven academic experts in the fields of instructional design and/or learning communities to serve on a Delphi panel to refine the preliminary 3C model. The findings of this study highlighted elements considered essential for developing online learning communities. Such elements included the need for the development of the social aspect of the community before engaging in collaborative academic projects. Using a problem-based, constructivist approach to instruction was found to address the reluctance of online learners to move beyond confirmation of knowledge into co-construction of knowledge. Additionally, the element of the instructor role in learning community development was determined to be essential. Consensus was achieved for the refined 3C model. The study provides the instructional design profession with a new model to add to the repertoire of instructional design models, one that focuses on how to stimulate critical thinking in learners through the use of learning communities. The 3C model was found to have multiple applications. It can be used as a visual guide to provide insight into the social, cognitive, and teaching aspects of learning community development.
590 $a School code: 1351.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Higher. $3 543175
690 $a 0447
690 $a 0745
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Lane, Molly, $e advisor
790 1 0 $a Rynearson, Kim $e committee member
790 1 0 $a Hardt, Paul $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412481