Promoting Synchronous Interaction in an eLearning Environment
T.H.E. Journal Volume 33, Number 2, ISSN 0192-592X
Online courses may not be for everyone. However, when eLearning is the only opportunity to receive education, it will be one of the instructor's responsibilities to ensure the eLearning experience is as compatible and comparable as possible to students' prior experience. Any online program may have to accommodate those who are limited to the choice of eLearning. This qualitative inquiry is deemed significant because of its attempt to discover a new tool that is suitable for a distributed learning environment. The Skype freeware enables course management system (CMS) users (i.e., the instructor and learners) to provide just-in-time clarification and information. Thus, learners can receive an immediate recognition of their courses of action, such as responsible and responsive participation in the course activities, which, in turn, encourages their autonomous and active or proactive learning on the Web. The audio tool also adds a high-touch, high-tech experience. Above all, a causal relationship between the three key elements of an instructional design approach is witnessed in this initial phase of analysis.
Pan, C.C. & Sullivan, M. (2005). Promoting Synchronous Interaction in an eLearning Environment. T.H.E. Journal, 33(2), 27-30.
Cited ByView References & Citations Map
Rene Corbeil, Cheng Chang Pan, Michael Sullivan & Maria Elena Corbeil, The University of Texas at Brownsville and Texas Southmost College, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 307–312
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