Designing online teaching and learning activities for higher education in Hong Kong
Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004) and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable oppo...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
ACRULeT, Faculty of Education & UiTM Press
2008
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| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/337/ http://ir.uitm.edu.my/337/1/AJ_KEVIN%20DOWNING%20AJUE%2008.pdf |
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| Summary: | Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004) and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges(Boettcher, 1999; McNaught & Lam, 2005). Many teachers and
researchers (Wood, 1997; Littlejohn et al., 1999) point out that the
organization and reflection necessary to effectively teach online
often improves an instructor’s traditional teaching. This is a theme
continued by Downing (2001) who identifies the eventual success
or failure of online teaching as largely due to the same factors that
have always been central to the provision of a quality learning
experience. These factors include the energy, commitment and
imagination of those responsible for providing the teaching and
learning environment, whether it is virtual or actual. It is within this
context that the authors of this paper set themselves the task of
designing innovative online teaching and learning activities which
add value to the student experience and genuinely assist learning
traditionally difficult and dynamic concepts.
The increasing adoption of outcomes based teaching and
learning environments in universities around the world has provided
wide-ranging opportunities to reflect on current learning and
teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999), many academic colleagues are actively
seeking ways to leverage information technology solutions to design
constructively aligned online teaching and learning activities which
add value to the student learning experience and significantly assist
in the understanding of difficult concepts and processes. This paper
will describe and demonstrate the innovative development of online
teaching and learning activities which adhere to the principles of
both outcomes based teaching and learning and constructive
alignment. |
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