Rethinking Online Teaching and Learning: A Case Study of an Approach to Designing an Online Learning Environment

Article


Bricknell, Lisa K. and Muldoon Nona. 2013. "Rethinking Online Teaching and Learning: A Case Study of an Approach to Designing an Online Learning Environment." International Journal of Technology, Knowledge and Society. 8 (4), pp. 33-47. https://doi.org/10.18848/1832-3669/cgp/v08i04/56318
Article Title

Rethinking Online Teaching and Learning: A Case Study of an Approach to Designing an Online Learning Environment

ERA Journal ID39831
Article CategoryArticle
AuthorsBricknell, Lisa K. and Muldoon Nona
Journal TitleInternational Journal of Technology, Knowledge and Society
Journal Citation8 (4), pp. 33-47
Year2013
Place of PublicationUnited States
ISSN1832-3669
Digital Object Identifier (DOI)https://doi.org/10.18848/1832-3669/cgp/v08i04/56318
Web Address (URL)https://cgscholar.com/bookstore/works/rethinking-online-teaching-and-learning
Abstract

An area of concern in recent years has been around the design of curriculum and instruction and how to address the prevailing limitations of educational practices in online learning. In order to achieve this, it is necessary to understand how adults learn and the rationale for, and benefits of, using learning theories and sound pedagogical principles in facilitating technology-mediated learning experiences. Informed by the idea of Cognitive Apprenticeship, the instructional approaches explored in this case study include situated modeling, scaffolding, coaching and fading with the aid of technology. Online learning and teaching and the context and needs of adult learners are foregrounded in the literature review. The elements of the cognitive apprenticeship model and the case study are then presented and discussed. The use of technology and educational principles that informed the curriculum design follow thereafter. The lived experience in facilitating apprenticeship style learning is discussed and reflected upon in the final section of the paper. Experiences reported in this paper are useful in helping educators and designers rethink online learning and teaching approaches.

KeywordsCognitive apprenticeship; Educational technologies; Higher education; Online learning; Scaffolding
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Byline AffiliationsCentral Queensland University
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