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Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning

Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning

Victoria M. Cardullo, Megan Burton
Copyright: © 2016 |Pages: 24
ISBN13: 9781466695825|ISBN10: 146669582X|EISBN13: 9781466695832
DOI: 10.4018/978-1-4666-9582-5.ch018
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MLA

Cardullo, Victoria M., and Megan Burton. "Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning." Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., IGI Global, 2016, pp. 448-471. https://doi.org/10.4018/978-1-4666-9582-5.ch018

APA

Cardullo, V. M. & Burton, M. (2016). Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses (pp. 448-471). IGI Global. https://doi.org/10.4018/978-1-4666-9582-5.ch018

Chicago

Cardullo, Victoria M., and Megan Burton. "Building Relationship Through Learning Communities and Participation in Online Learning Environments: Building Interactions in Online Learning." In Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, edited by Lydia Kyei-Blankson, et al., 448-471. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9582-5.ch018

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Abstract

With the increase demand for distance education, institutions of higher education are actively exploring opportunities to weave self, subject and students for web based distance education. The pedagogical skills necessary to create effective active learning opportunities are explored throughout this chapter as well as lessons learned from research. The authors used vignettes to position effective course design and implementation aligned with both Bloom's Taxonomy and the SAMR (Substitution, Augmentation, Modification, Redefinition) model to enhance online learning environments. Learning objectives and course goals provided direction for developing task for social presence, cognitive presence and a collaborative stance in authentic online learning.

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