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Design exemplars for synchronous e-learning: A design theory approach
ARTICLE

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Computers & Education Volume 55, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research.

Citation

Hrastinski, S., Keller, C. & Carlsson, S.A. (2010). Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662. Elsevier Ltd. Retrieved November 30, 2021 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.02.025

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