A Classroom Research Study Concerning the Application of a Framework for Planning and Sequencing E-Learning Student Interactions
Cynthia Bambara, Lord Fairfax Community College, United States ; Dana Lambert, Pueblo Community College, United States ; Shelly Andrews, Wyoming Community College Commission, United States ; Clifford Harbour, Colorado State University, United States
International Journal on E-Learning Volume 5, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Hirumi's (2002) framework for planning and sequencing e-learning student interactions has two primary objectives. First, it is intended to help facilitators organize student interactions in an e-learning context and promote learning on identified course objectives. Second, the framework is offered as an instructional management device to limit excessive, unguided, and meaningless interactions. In this article, the authors report on their assessment of the framework and its capacity to accommodate critical student interactions in a graduate leadership curriculum delivered through hybrid e-learning technologies. Although Hirumi's framework may limit unnecessary interactions, it does not allow for the kind of interactions required in graduate leadership development programs. The framework is also limited in its ability to accommodate certain learning theories such as social constructivism. These shortcomings may be remedied, however, by proposed modifications to the framework.
Bambara, C., Lambert, D., Andrews, S. & Harbour, C. (2006). A Classroom Research Study Concerning the Application of a Framework for Planning and Sequencing E-Learning Student Interactions. International Journal on E-Learning, 5(3), 339-352. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)