Student Epistemic Beliefs as a Catalyst for Online Course Design: A Case Study for Research-Based eLearning

Student Epistemic Beliefs as a Catalyst for Online Course Design: A Case Study for Research-Based eLearning

Samuel S. Conn (Kentucky State University, USA), Simin Hall (Virginia Polytechnic Institute & State University, USA) and Michael K. Herndon (Virginia Polytechnic Institute & State University, USA)
DOI: 10.4018/978-1-60960-111-9.ch013
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Abstract

The construct of this chapter (a research-based case study) provides detail regarding the analysis of research on undergraduate student epistemic beliefs to develop and apply a rubric for eLearning course development (Hannafin & Hill, 2007). According to Ravert and Evans (2007), students have differing epistemic beliefs regarding the nature of knowledge and knowing. In this chapter, the authors provide a methodology for determining the epistemic beliefs of a given student population and application of the findings in online course construction and pedagogy.

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