The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
z, 'Colleges and universities ought to be concerned not
with how fast they can "put their courses on the Web" but with finding out how this technology can be used to
build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong
access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink
virtually all of its systems and traditions (Rowly et al., 1998).
Criticalness - looking at the underlying assumptions, looking at theory base;
* Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people
such as other scholars. Are we referencing each other? Are we learning from each other?;
* Connection to experiences - building on our learning from ideas and concepts gained from our experiences
as educators and learners; and
* Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners
and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred
approach to learning where students could own their learning and feel a sense of responsibility towards their own
and the learning of others.
Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer
learning through focused discourse that was based on the theoretical ideas they read and shared with others. It
was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was
designed based on social constructivist theory to enhance opportunities for peer learning
Are you helping your peers to improve?
* How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and
forth rather than merely a one-way-one-time posting.
When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning,
reflective thinking and the joint construction of knowledge.
students also need induction on how to work on line. In particular, they need scaffolding in relation to
collaborative learning and reflective thinking, which are the more challenging, yet, elusive aspects of online
learning.