Reflective E-Learning Pedagogy

Reflective E-Learning Pedagogy

Leah Herner-Patnode (Ohio State University, Lima, USA), Hea-Jin Lee (Ohio State University, Lima, USA) and Eun-ok Baek (California State University, San Bernardino, USA)
DOI: 10.4018/978-1-59904-970-0.ch016
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Abstract

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

Key Terms in this Chapter

Technology Mediated Course: A course that may incorporate a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback.

Asynchronous Communication: Communication between two or more parties is not synchronized or happening in real time. The person communicating can submit her questions and statements at any time and other people in the class can see the communication when they choose to read it.

Distance Learning: Coursework does not take place in the traditional manner with the instructor working face-to-face with the students. Students communicate with the instructor via technology.

Collaborative Inquiry: It is the active quest for meaning. It involves a process of asking questions, investigating, and making decisions to solve them as a way of exploring the world. This may take many different forms. As a pedagogical term, it includes various instructional models and approaches to facilitate higher-order thinking skills, using collaborative inquiry as a main conduit. As a more generic term, it involves critical reflections by learners themselves on their learning.

Reflection: Dewey (1933, p.7) identified reflection as one of the modes of thought: “active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the future conclusions to which it tends”

Learning Community: A curricular structure consists of a group of learners. It encourages learners to actively participate and to contribute to the process of learning. The instructor typically serves as a co-learner and partners in reflective practice about teaching and learning.

Learner-Centered Approach: A pedagogical approach that respects learners’ diverse needs and places learners’ voices in the center of the course design. It emphasizes learners’ ownership through learners’ active search for meaning in content and application of personal experiences.

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