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Student perceptions of the impact of online discussion forum participation on learning ... - 0 views

eprints.qut.edu.au/32266 online discussion forum learning
shared by Doris Stockton on 28 Jun 13 - No Cached
  • Doris Stockton on 28 Jun 13
     
    This article is interesting about online discussion forums
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http://www.ncolr.org/jiol/issues/pdf/9.1.1.pdf - 0 views

www.ncolr.org/...9.1.1.pdf online learning discussion forum
shared by Doris Stockton on 28 Jun 13 - No Cached
  • Doris Stockton on 28 Jun 13
     
    This is an interesting article that can be applied to what we have learned so far in this course.
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Models and Theories of Online Facilitation by Jason Shaw on Prezi - 0 views

prezi.com/...heories-of-online-facilitation prezi theories online facilitation models
shared by Diane Gusa on 26 Jun 13 - No Cached
  • Diane Gusa on 26 Jun 13
     
    "ason Shaw, April 15, 2013, Royal Roads University, MALAT, LNRT505, Assignment 3: Reflections on the Online Facilitation Experience"
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adult learning module - 0 views

www.msu.edu/...adult%20learning%20module.html Moduel3 learning adult_learning
shared by Diane Gusa on 24 Jun 13 - No Cached
  • Diane Gusa on 24 Jun 13
     
    "In light of the material on why adults learn that you have just read, think about your own motivation to learn. To what extent does your own experience reflect these research findings? How does it differ from what was presented here? How might you account for these differences?"
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Student Supervisors Toolkit Basic Principles of Adult Learning - 0 views

www.qotfc.edu.au/...reference_document_3_1.pdf Moduel3 pdf checklist
shared by Diane Gusa on 24 Jun 13 - No Cached
  • Diane Gusa on 24 Jun 13
     
    "Student Supervisors Toolkit Basic Principles of Adult Learning"
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Adult Learning Theory and Principles - 0 views

www.qotfc.edu.au/resource learning Knowles adult_learning
shared by Diane Gusa on 24 Jun 13 - No Cached
  • equality between the teacher and learner.
  • Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student.
  • Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts
  • ...3 more annotations...
  • Lead the student toward inquiry before supplying them with too many facts.
  • Provide regular constructive and specific feedback (both positive and negative),
  • Acknowledge the preferred learning style of the student
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