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These are true benefits of a student-centered learning environment. Learners who really want to learn flourish in this environment, while those that are in classes for other reasons (parents sent them to college, or they had nothing else to do so came to school) will not fare as well.

Open-ended, student-centered environments properly designed to support learners allow them the best opportunity to succeed. It also gives them the prospect of finding something they want to learn more about--serendipity. As learning progresses, students are allowed to assess their progress and learning needs, to adjust the learning as necessary.

To be effective, learning must be meaningful to the student. Otherwise, the instructor's time in creating the environment and assignments, and the student's time in taking the course, are both wasted.

Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”

table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.

Cliché as it may be, first impressions do last in the cyber world. Since Internet users often choose online methods because of its efficiency, accessibility and reliability, it is greatly important to offer these things as soon as a visitor lands on your page. Chances are if your prospective audience/customer cannot find what he or she is looking for in your site in eight seconds, he or she will be off checking out your competitors.

all poor people have access only to online courses and schools, and only rich people have access to a Harvard face to face professor and education?

handbook

sing technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating.

understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.

Classroom community and student engagement are closely related to one another

sense of connectedness and psychological closeness rather than isolation are better prepared to become more actively involved with online learning and the resulting higher order thinking and knowledge building

text-based experiences are likely insufficient for participants to break down the barriers created by distance and the lack of face-to-face interaction.

Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.

How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.

"Structure" is the key word. Without clear structure and precisely stated expectations, many students are vulnerable to a kind of educational "wanderlust" that pulls them far afield.

1) Scaffolding provides clear directions

3) Scaffolding keeps students on task