Interaction, learner styles, and content in online courses: implications for teacher preparation

Wilson, Jay and Albion, Peter R. (2009) Interaction, learner styles, and content in online courses: implications for teacher preparation. In: 20th International Conference of the Society for Information Technology & Teacher Education (SITE 2009), 2-6 Mar 2009, Charleston, SC. United States.

Abstract

Educators and learners at all levels are increasingly likely to find their classes going online for at least part of the time. Although good teaching exhibits some consistent characteristics regardless of environment, learning and teaching is different in online environments and educators need to be prepared to design and implement classes appropriately. This paper reports on research into online learners' preferences for interaction and considers the implications of the findings for preparing educators to work more effectively in online environments.

Statistics for this ePrint Item

Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Author's version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	24 Apr 2009 01:45
Last Modified:	02 Feb 2015 00:19
Uncontrolled Keywords:	learning styles; interaction; online education
Fields of Research :	08 Information and Computing Sciences > 0806 Information Systems > 080602 Computer-Human Interaction 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective:	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI:	http://eprints.usq.edu.au/id/eprint/5062

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