A Comparative Analysis of Computer-Suported Learning Models and Guidelines

A Comparative Analysis of Computer-Suported Learning Models and Guidelines

Fethi Ahmet Inan (The University of Mephis, USA) and Deborah L. Lowther (The University of Mephis, USA)
DOI: 10.4018/978-1-59904-935-9.ch069
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Abstract

This chapter presents a comprehensive analytical review of computer-supported learning (CSL) design models and guidelines according to the level of emphasis regarding key elements and dimensions of effective teaching and learning within an online environment. The key elements encompass learning activities, learning environment, and/or assessment of student learning. Ultimately our purpose was to identify components that experts considered as critical to achieving effective CSL environments in order to use this information as a framework to design, develop, and implement CSL. The results indicate that the trend in CSL design and development models and guidelines is to create online environments that support constructivist learning that is student-centered, presents resources in varied formats, supports discussions and/or collaborative and/or problem-based learning as well as independent student research and use of resources.

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