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What is Learning and Teaching Model (LTM)

Chapter 3
Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
The core components that are reflected in programs across Royal Roads University to ensure the mission of the institution is achieved.
Published in Chapter:
Case Study: Preparing Students for Active Engagement in Online and Blended Learning Environments
Sophia Palahicky (Royal Roads University, Canada) and Adrianna Andrews-Brown (Royal Roads University, Canada)
Copyright: © 2018 |Pages: 24
DOI: 10.4018/978-1-5225-2953-8.ch003
Abstract
Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.
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