The ability for students to apply knowledge and skills from one context to multiple contexts ( Fogarty et al., 1991 , Byrnes, 1996 , Everett, 2009 , Gagné et al., 1993 , Perkins & Salomon, 1992 ).
Published in Chapter:
Strategies for Online Course Development to Promote Student Success
Kaye Shelton (Lamar University, USA), Diane Mason (Lamar University, USA), and Cindy Cummings (Lamar University, USA)
Copyright: © 2014
|Pages: 13
DOI: 10.4018/978-1-4666-6046-5.ch012
Abstract
In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.