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Modeling constructivist learning pri...
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Caines, Maisie.
Modeling constructivist learning principles in an online WebCT faculty training program.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Modeling constructivist learning principles in an online WebCT faculty training program./
作者:
Caines, Maisie.
面頁冊數:
177 p.
附註:
Source: Masters Abstracts International, Volume: 44-03, page: 1133.
Contained By:
Masters Abstracts International44-03.
標題:
Education, Teacher Training. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR09441
ISBN:
9780494094419
Modeling constructivist learning principles in an online WebCT faculty training program.
Caines, Maisie.
Modeling constructivist learning principles in an online WebCT faculty training program.
- 177 p.
Source: Masters Abstracts International, Volume: 44-03, page: 1133.
Thesis (M.A.)--Royal Roads University (Canada), 2005.
Distributed learning has been instrumental in enabling College of the North Atlantic to provide educational opportunities to over 14,000 learners in 300 communities since 1997. Approximately 300 college faculty have been trained to use WebCT in that same period.
ISBN: 9780494094419Subjects--Topical Terms:
1000005410
Education, Teacher Training.
Modeling constructivist learning principles in an online WebCT faculty training program.
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Source: Masters Abstracts International, Volume: 44-03, page: 1133.
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Distributed learning has been instrumental in enabling College of the North Atlantic to provide educational opportunities to over 14,000 learners in 300 communities since 1997. Approximately 300 college faculty have been trained to use WebCT in that same period.
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This study asked the key research question: To what extent can an online WebCT faculty training program model constructivist learning principles to encourage effective learning experiences in online courses at College of the North Atlantic? Using action research methodology, two phases of data collection was conducted. Phase one informed the development of an online training workshop, Facilitating Learning Online. The online workshop was piloted and subsequently evaluated by the participants during phase two. The study conclusions consist of a number of recommendations to improve the online workshop as well as the overall support for faculty in their transition to the online environment.
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