A computer small and light enough to be held in a user’s hand.
Published in Chapter:
Designing a Distributed Learning Experience
Diane Jass Ketelhut (Harvard Graduate School of Education, USA), Pamela Whitehouse (Harvard Graduate School of Education, USA), Chris Dede (Harvard Graduate School of Education, USA), and Tara Brown-L’Bahy (Harvard Graduate School of Education, USA)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch080
Abstract
With the availability of Internet and digital technologies, many universities are integrating new interactive media into course curricula, both to enhance conventional classroom-based learning and to enable remote students to overcome barriers of time and distance. Although the focus of computer-mediated communication in teaching and learning has traditionally been on distance education—delivering courses to students in remote locations—colleges are increasingly using interactive media to enhance on-campus courses, with positive outcomes. “Distributed learning” describes educational experiences that combine face-to-face teaching with synchronous and asynchronous mediated interaction (Dede, Brown-L’Bahy, Ketelhut, & Whitehouse, 2004). This instructional strategy distributes learning across a variety of geographic settings, across time, and across various interactive media. This study extends prior research findings on the design and educational outcomes of a Harvard Graduate School of Education course, Learning Media that Bridge Distance and Time, as a prototypical distributed learning experience.