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Multi-frame Analysis to Online Learning Spaces

, , California State University, Sacramento, United States ; , Chongqing University of Science and Technology, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Currently the trend in state and district leadership is for Common Core State Standards to enlarge efforts to create instructions that is inclusive throughout the nation. The diadem is to develop interactive educational knowledge. Hence, part of this initiative is to promote technology-infused learning. Where each learner and teacher will have access to technology, non-technological resources based on task challenges to apply theoretical knowledge. In essence, each learner needs to understand the context knowledge, as well as recognize how it is applicable to real world experiences. For this reason interactive learning spaces allow teachers to envision student engagement, and give immediate feedback on student learning. Technology-infused learning should not only be viewed as a creative tool to deliver the instructional materials, but also a tool that allows more learning interactions to occur. Where knowledge can hone students’ engagement to learn. So the opportunity is for students to become functioning adults. The purpose of the study is to discuss how learning environments with strategically incorporate knowledge can enhance the way students and teachers learn with, and from each other. The aim is to leverage an understanding the impact by means of learning environments.


Hattingh, E., Chung, C.J. & Wang, Y. (2014). Multi-frame Analysis to Online Learning Spaces. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 140-145). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .


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