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The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning

The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning

Harriette Thurber Rasmussen, Amy Baeder, Margaret A. Hunter, Jane Chadsey
Copyright: © 2018 |Pages: 23
ISBN13: 9781522550853|ISBN10: 1522550852|EISBN13: 9781522550860
DOI: 10.4018/978-1-5225-5085-3.ch012
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MLA

Rasmussen, Harriette Thurber, et al. "The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning." Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, edited by Carlton J. Fitzgerald, et al., IGI Global, 2018, pp. 241-263. https://doi.org/10.4018/978-1-5225-5085-3.ch012

APA

Rasmussen, H. T., Baeder, A., Hunter, M. A., & Chadsey, J. (2018). The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning. In C. Fitzgerald, S. Laurian-Fitzgerald, & C. Popa (Eds.), Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments (pp. 241-263). IGI Global. https://doi.org/10.4018/978-1-5225-5085-3.ch012

Chicago

Rasmussen, Harriette Thurber, et al. "The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning." In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments, edited by Carlton J. Fitzgerald, Simona Laurian-Fitzgerald, and Carmen Popa, 241-263. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5085-3.ch012

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Abstract

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

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