Achieving Classroom Excellence in a Virtual Classroom

Achieving Classroom Excellence in a Virtual Classroom

Charlene Sox (Appalachian State University, USA) and Pil-Won On (Appalachian State University, USA)
Copyright: © 2008 |Pages: 13
DOI: 10.4018/978-1-59904-865-9.ch051
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Abstract

Research substantiates the effectiveness of problem-based, project-based, and case-based learning as effective tools for student learning. Research also shows the frustration of faculty who have offered excellent teaching in a classroom but who are faced with the challenge of shifting the whole classroom into an online environment. This chapter is focused on ways to transform and redesign a traditional classroom course into an online virtual classroom using the practical application of the problem/project-based approach to learning using online case-based instruction as authentic and active strategies. The chapter shares instructional design strategies as well as the effectiveness of problem-based interactive multimedia case delivery.

Key Terms in this Chapter

Activity Theory (AT): AT is a theoretical practice in consideration of a general conceptual system. Its basic principles include the hierarchical structure of activity, object-orientedness, internalization/externalization, tool mediation, and development.

Learning Community: Learning community is a curriculum design that coordinates two or more courses into a single program of instruction.

Project-Based Learning: Project-based learning is an instructional approach that uses a production model in which there is a specific purpose, audience, research, design, and plan for obtaining an end product. The projects vary widely in scope, time frame, technology used, and sophistication.

Dual-Coding Theory (DCT): DCT is a theoretical practice that indicates that two subsystems of human cognition consisting of verbal (logogens) and non-verbal (imagens) processing better work interrelated and connected although they can be triggered in parallel.

Case-Based Reasoning: Case-based reasoning resulting from cases that provide students an opportunity to understand the “why” of real-world situations. Multiple cases promote deep learning because students see how prior solutions can be adapted to new problems or how prior cases are related to new cases.

Constructivism: Constructivism is a learning theory with an emphasis on construction of knowledge by students using experience as the primary catalyst of knowledge construction.

Problem-Based Learning: Problem-based learning is an instructional approach that uses an “inquiry” model in which the student organizes previous knowledge, poses questions, identifies knowledge gaps, plans, researches, and shares information and/or conclusions.

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