Three Levels of Planned eLearning Interactions: A Framework for Grounding Research and the Design of eLearning Programs

Autor/in	Hirumi, Atsusi
Titel	Three Levels of Planned eLearning Interactions: A Framework for Grounding Research and the Design of eLearning Programs
Quelle	In: Quarterly Review of Distance Education, 14 (2013) 1, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Interaction; Electronic Learning; Design Preferences; Curriculum Design; Learning Theories; Usability; Database Management Systems; Computer System Design; Courseware; Educational Practices; Educational Technology + Suchen Sie Ihr Suchwort? Interaktion; Design requirements; Gestaltungsmittel; Lehrplangestaltung; Learning theory; Lerntheorie; Datenbanksystem; Lernsoftware; Bildungspraxis; Unterrichtsmedien
Abstract	Advances in technology offer a vast array of opportunities for facilitating elearning. However, difficulties may arise if elearning research and design, including the use of emerging technologies, are based primarily on past practices, fads, or political agendas. This article describes refinements made to a framework for designing and sequencing elearning interactions originally published in 2002 based on insights gained from a decade of application across settings. The updated framework adds neurobiological research on human learning as a theoretical foundation, and further distinguishes the relationship between learning theories, instructional strategies, planned elearning interactions, and emerging technologies to guide future distance education research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01