Engagement in web-based education: designing for models of student learning

Article

McDonald, Jacquelin and Reushle, Shirley. 2000. "Engagement in web-based education: designing for models of student learning." Indian Journal of Open Learning. 9 (3), pp. 287-298.
Article Title

Engagement in web-based education: designing for models of student learning

ERA Journal ID20817
Article CategoryArticle
AuthorsMcDonald, Jacquelin (Author) and Reushle, Shirley (Author)
Journal TitleIndian Journal of Open Learning
Journal Citation9 (3), pp. 287-298
Number of Pages12
Year2000
Place of PublicationNew Delhi, India
ISSN0971-2690
Web Address (URL)http://journal.ignouonline.ac.in/iojp/index.php/IJOL/article/view/460
Abstract

Emerging information and communication technologies create
opportunities for engagement with other learners and educational materials that have previously been unavailable in distance eduction. Many educational institutions are responding to these emerging information and communication technologies by the introduction of web-based education and training. At the University of Southern Queensland (USQ) instructional design theory, practice, and research based on the principles of pedagogy supports the online initiative. This paper presents a conceptual framework consisting of three models of student learning - the independent learner, the interactive learner and the collaborative learner; and reflects on how these models are facilitated through the design of learner engagement instructional strategies. The impact of the theory of constructivism on web-based pedagogical approaches is also investigated. The University of Southern Queensland (USQ) delivered its first web-based education course in 1997 and now offers many web-based award courses. The Internet enables learners to participate in interactive learning episodes, with student engagement being an integral component of the learning experience. This paper presents a review of underpinning theory and provides examples of design elements that enable students to participate in interactive learning activities and choose their learning pathways within a constructivist framework, thus accommodating different models of learning. Examples will include the use of online discussion groups and interactive assessment items within the context of USQ course material. These activities move the learners from an independent learning focus and engage them in interactive learning experiences within the web-based educational context. The examples presented are drawn from Designing Instruction for Open and Distance Learning, a web-based course offered as part of the Master of Online Education program at USQ.

Keywordsconstructivism; higher education; independent learner; interactive; collaborative; instructional design; web based instruction
ANZSRC Field of Research 2020390199. Curriculum and pedagogy not elsewhere classified
390405. Educational technology and computing
390409. Learning sciences
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Byline AffiliationsLearning and Teaching Support Unit
Faculty of Education
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