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A Framework for Choosing Communication Activities in E-Learning
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Author(s): Tannis Morgan (University of British Columbia, Canada)and Karen Belfer (British Columbia Institute of Technology, Canada)
Copyright: 2007
Pages: 14
Source title:
Making the Transition to E-Learning: Strategies and Issues
Source Author(s)/Editor(s): Mark Bullen (British Columbia Institute of Technology, Canada)and Diane Janes (University of Saskatchewan, Canada)
DOI: 10.4018/978-1-59140-950-2.ch014
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Abstract
In this chapter, we present a framework for planning communication activities according to the level of structure and potential dialogue desired in a given course. This framework serves as a tool for making decisions about how to give students more or less autonomy, how a series of course activities can be scaffolded, and the amount of structure or instructor facilitation that is needed. The framework we have developed uses each variable of the transactional distance theory as a dimension, which displayed as a quadrant allows us to represent instructional strategies and various communication activities for e-learning. This framework is beneficial as a tool for planning the instructional design process, informing pedagogy, and conducting research.
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