An integrated model of online courses

Mason (1998) presents an integrated model of online courses which consists of "collaborative activities, learning resources and joint assignments". Such a model has as its main characteristics students learning through online discussions, accessing and processing information, and carrying out tasks. Most important of all, the success or otherwise of a course that adopts this model is dependent on the creation of a learning community (Mason, 1998).

Mason (1998) discusses five major features of online learning, namely interactive course materials, online pedagogy, structure discussions, collaborative activities, and online assessment. First, interactive course materials refer to the major feature of online courses which makes use of a resource-based approach to promote learning-to-learn skills, i.e. facilitating knowledge management skills such as searching, selecting and synthesizing information, discovering how and where to find answers and solutions, and understanding, transforming and presenting ideas. Second, an online pedagogy, as outlined by Mason, can be characterized by interactivity in the learning process, the changing role of the teacher from imparting knowledge to facilitating student learning, the need for knowledge management skills and for team working abilities, and the move towards resource-based rather than packaged learning. Third, structured discussions, which refer to the "unlimited, interactive, time-independent discussion" among group members or between the teacher and learners, allow learners the freedom to input messages at their convenience. To generate good educational discussions online takes careful planning and structuring to give structure and to help the learner to take an active part in the discussion. This is usually done by having small groups (typically under ten), providing specific tasks, and setting timelines for discussion. Fourth, collaborative activities via a group Web site make it possible for peers to focus on their joint work, with their work being open to be viewed and critiqued by their peers. The last feature of online learning courses (Mason, 1998) is online assessment which allows for the devising of assignments and assessment procedures that promote IT literacy, team work ability and knowledge management skills.

اخر الاخبار

اخبار العتبة العباسية المقدسة

العتبة العباسية المقدسة تواصل تنظيم مجالس العزاء الصباحية بذكرى زيارة عاشوراء

مواكب العزاء تستذكر في التاسع من شهر المحرم شهادة عبدالله الرضيع بن الحسين (عليهما السلام)

العتبة العباسية المقدسة تستذكر تضحيات القاسم بن الحسن (عليهما السلام)

شعبة الحرم الشريف تواصل تنفيذ خطتها الخاصة بشهر المحرّم داخل مرقد أبي الفضل العباس (عليه السلام)

المزيد

الآخبار الصحية

لهذا السبب.. إغلاق 25 مركزًا لعلاج الإدمان في مصر ؟

خلافا للاعتقاد الشائع.. علماء يكشفون أسرار بذور البطيخ ؟!

هذا ما يحدث لجسمك عند تناولك الطماطم بانتظام !

تعرف على أطعمة تسرّع "تعافي الجسم" من حروق الشمس

المزيد

الآخبار التكنلوجية

الثلوج تغطي الصحراء الأكثر جفافا في العالم!

بتلسكوب "ألما".. التقاط صورا غير مسبوقة لبدايات الكون !

هل هاتفك مراقب؟.. 5 علامات خطيرة تكشف التجسس عليك

دبي تطلق أول رحلة تجريبية للتاكسي الجوي

المزيد

مواضيع ذات صلة

Overall positive experiences

Focus group discussions about OCLA

Procedures for portfolio assessment

Portfolio assessment

Online Pragmatics and Intercultural Communication courses

Online Collaborative Learning and Assessment (OCLA)

Online Collaborative Learning and Assessment Rationale, aim and method of study

Mapping Self-Assessment to Achievement Conclusion

Results, Analysis and Discussion

Stage 4: Determine the predictive validity of the ILP questionnaire, with retention progression, academic outcome and 1st destinations as dependent variables Method

Results, Analysis and Discussion

Stage 2: Determining causal relationships between previous academic qualifications, age, gender, motivation and ILP scores Preliminary analysis Method