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Pushing the envelope: Designing authentic learning activities using Course Management Systems
PROCEEDINGS

, George Mason University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper argues that the problem with pedagogical designs resulting from the use of Course Management Systems (CMS) is not with their implicit teacher-centered interface or template controlled authoring architecture but rather with the tendency of early adopters to use only the most obvious and easily accessible components of CMSs whose purpose is largely to deliver content, and with the lack of pedagogical advisement and support needed to ensure that online course developers and instructors are rethinking their teaching approaches based on current research on online learning. To support this argument, this paper will discuss (a) a pedagogically-oriented classification of the features of CMSs, (b) a set of thirteen instructional strategies that support the design of authentic learning activities, and (c) a model that explicitly demonstrates how to map instructional strategies to the features and components of CMSs to create course designs that engage students in meaningful learning.

Citation

Dabbagh, N. (2004). Pushing the envelope: Designing authentic learning activities using Course Management Systems. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1155-1159). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 21, 2019 from .

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