Online learning: it is all about dialogue, involvement, support and control — according to the research

What does the research tell us about what works well in online learning? Coomey and Stephenson reviewed current research to find out. Designers of online learning, the review reveals, should pay considerable attention to learner control, dialogue, learner support and opportunities for direct learner involvement. There are wide variations, however, in the 'flavour' of these common themes according to the overall purpose of the learning activity, from instructional mode at one extreme to open-ended exploratory mode at the other. The chapter explores the implications of these different modes for the design, structure and management of online learning and proposes a framework to help practitioners locate their own practice and construct appropriate programmes and systems based on lessons from the review.

[1]  Curtis J. Bonk,et al.  Teaching on the web: With a little help from my pedagogical friends , 1999, J. Comput. High. Educ..

[2]  Mantz Yorke,et al.  Employability in higher education , 2006 .

[3]  Bart P. Beaudin.  Keeping Online Asynchronous Discussions on Topic , 2019, Online Learning.

[4]  Robin Mason,et al.  Models of Online Courses , 2001 .

[5]  Curtis J. Bonk,et al.  Content analysis of online discussion in an applied educational psychology course , 2000 .

[6]  Jill H. Larkin,et al.  Hypertext segmentation and goal compatibility: effects on study strategies and learning , 1999 .

[7]  Melody M. Thompson,et al.  Using ALNs to Support a Complete Educational Experience , 2019 .

[8]  Ron Oliver,et al.  Measuring Users' Performance with Interactive Information Systems , 1996 .

[9]  Lora Aroyo,et al.  Intelligent agents for educational computer-aided systems , 2000 .

[10]  Curtis J. Bonk,et al.  A Dozen Recommendations for Placing the Student at the Center of Web-Based Learning. , 1998 .

[11]  Scott B. Wegner,et al.  The Effects of Internet-Based Instruction on Student Learning , 2019, Online Learning.

[12]  R. Lewis,et al.  Collaboration between universities and enterprises in the Knowledge Age , 1998 .

[13]  Shirley Alexander,et al.  Selection, Dissemination, and Evaluation of the TopClass WWW-Based Course Support Tool , 1999 .

[14]  Rocco Paolucci,et al.  The effects of cognitive style and knowledge structure on performance using a hypermedia learning system , 1998 .

[15]  Ron Oliver,et al.  Student responses to collaborating and learning in a web-based environment , 2001, J. Comput. Assist. Learn..

[16]  Denise Whitelock,et al.  Monitoring the on-line behaviour of distance learning students , 1998, J. Comput. Assist. Learn..

[17]  Shirley Gregor,et al.  Computer Mediated Communication in Distance Education , 1994 .

[18]  Beatriz Barros,et al.  Towards a model of Collaborative Support for Distance Learners to Perform Joint Tasks , 1998 .

[19]  K.J. Warren,et al.  Sustaining computer-mediated communication in university courses , 1998, J. Comput. Assist. Learn..

[20]  Jan Herrington,et al.  Exploring student interactions in collaborative World Wide Web computer-based learning environments , 1998 .

[21]  Rachel Rimmershaw,et al.  Using conferencing to support a culture of collaborative study , 1999, J. Comput. Assist. Learn..

[22]  Michael J. Baker,et al.  Promoting reflective interactions in a CSCL environment , 1997, J. Comput. Assist. Learn..

[23]  L. Henderson,et al.  Comparison of students’ thinking processes when studying with WWW, IMM, and text based materials , 1998 .

[24]  Michael Z. Hackman,et al.  Perceptions of Proximate and Distant Learners Enrolled in University-Level Communication Courses: A , 1995 .

[25]  Ron Oliver,et al.  Training Teachers for Distance Education Programs: Using Authentic and Meaningful Contexts , 1998 .

[26]  Jon Ogborn,et al.  Cognitive development and qualitative modelling , 1998, J. Comput. Assist. Learn..

[27]  David McConnell,et al.  Learning in Groups: Some Experiences of Online Work , 1994 .

[28]  J. M. Ewing,et al.  Learning using the World Wide Web: a collaborative learning event , 1999 .