Case Study: Preparing Students for Active Engagement in Online and Blended Learning Environments

View Sample PDF

Author(s): Sophia Palahicky (Royal Roads University, Canada)and Adrianna Andrews-Brown (Royal Roads University, Canada)
Copyright: 2018
Pages: 24
Source title: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-2953-8.ch003

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View Case Study: Preparing Students for Active Engagement in Online and Blended Learning Environments on the publisher's website for pricing and purchasing information.

Abstract

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

The IRMA Community

Research IRM

Case Study: Preparing Students for Active Engagement in Online and Blended Learning Environments

Purchase

Abstract

Related Content

IRMA Sponsors