Design Exemplars for Synchronous e-Learning: A Design Theory Approach

Autor/inn/en	Hrastinski, Stefan; Keller, Christina; Carlsson, Sven A.
Titel	Design Exemplars for Synchronous e-Learning: A Design Theory Approach
Quelle	In: Computers & Education, 55 (2010) 2, S.652-662 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.02.025
Schlagwörter	Electronic Learning; Focus Groups; Teaching Methods; Research Reports; Models; Theories; Educational Research; Program Evaluation; Computer Uses in Education; Instructional Design; Computer Mediated Communication; Synchronous Communication; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Analogiemodell; Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Programme evaluation; Programmevaluation; Computernutzung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Unterrichtserfolg
Abstract	Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research. (Contains 5 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10