Learning‐teaching‐assessment paradigms and the on‐line classroom

Professors can make informed choices about teaching in on-line classrooms by basing their instructional endeavors on pedagogical theory and evaluating two learning-teaching-assessment paradigms.

[1]  Patrick T. Terenzini,et al.  Assessment with Open Eyes: Pitfalls in Studying Student Outcomes. , 1989 .

[2]  Bruce W. Speck.  Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment. , 1998 .

[3]  Rebecca Anderson.  Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment , 1998 .

[4]  Donald F. Dansereau,et al.  Learning from Lectures: Effects of Cooperative Review , 1993 .

[5]  K. Cross.  Not can, but will college teaching be improved? , 1977 .

[6]  Peter Elbow,et al.  Writing with power : techniques for mastering the writing process , 1981 .

[7]  D. Noble.  Digital Diploma Mills, Part II: The Coming Battle over Online Instruction , 1998 .

[8]  Kenneth C. Green,et al.  When Wishes Come True: Colleges and the Convergence of Access, Lifelong Learning, and Technology , 1999 .

[9]  John Daniel,et al.  Why Universities Need Technology Strategies , 1997 .

[10]  Bruce W. Speck.  The professional writing teacher as author's editor , 1992 .

[11]  J. Biggs.  Enhancing teaching through constructive alignment , 1996 .

[12]  E. White.  Teaching and assessing writing , 1996 .

[13]  Richard H. Haswell.  Grading Student Writing , 1999 .

[14]  C. Fosnot.  Enquiring Teachers, Enquiring Learners: A Constructivist Approach for Teaching , 1989 .

[15]  Frances Zak,et al.  The theory and practice of grading writing : problems and possibilities , 1998 .

[16]  Edward M. White,et al.  Assessment of writing : politics, policies, practices , 1996 .

[17]  J. Hayes,et al.  A Cognitive Process Theory of Writing , 1981, College Composition & Communication.