EXAMINING THE RHETORIC OF ONLINE DISCOURSE: TOWARD THE FORMATION OF A GROUNDED CURRICULUM IN ONLINE INSTRUCTION
This analysis reviews key studies that report common ‘technical difficulties’ encountered by many instructors as they implement online technology into their curricula and compares these problems with similar implementations that were more successful or that emphasized instructional strategies that may counteract or prevent such difficulties in similar curriculum modifications. Along with the pedagogical theories of noted psychologists and educational theorists John Dewey, Jean Piaget, Lev Vygotsky, and Albert Bandura, this analysis further examines the program design of five online technologies utilized in university-level technology-based classes: course Web shells represented by the platform Blackboard, multi-user domain (MUD) environments represented by LinguaMOO, Weblogs (blogs) as maintained on public forums, personal data/file player devices represented by Apple’s iPod, and email (as maintained through personal or university accounts/servers). With this analysis, ten final guidelines that emphasize multimedia literacy and cognitive/pedagogical value are offered as considerations for curriculum designers implementing technology into their instruction.
School:Bowling Green State University
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:online instruction technology distance learning web based pedagogy for curriculum teaching strategies guidelines
Date of Publication:01/01/2006