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Doris Stockton

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
Doris Stockton

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.
Diane Gusa

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"
Diane Gusa

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?"
Diane Gusa

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"
Diane Gusa

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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