TAILIEUCHUNG - A Designer’s Log Case Studies in Instructional Design- P47

A Designer’s Log Case Studies in Instructional Design- P47:This book deals with the design of distance education at an emerging dual-mode university, that is, a university offering courses both on-campus and via distance education or online in a variety of manners. It was written from the point of view of an instructional designer (ID) working alongside university professors in designing their courses for distance delivery | Epilogue As the original French-language edition of this book went to press the design model continued to evolve. So in order to give readers an update on developments I have decided to add this epilogue to the English-language version of the book. Indeed I am indebted to MERLOT and the editors of the Journal of Online Teaching and Learning Number 4 Volume 4 for allowing me to use the Discussion and Conclusion sections of my Dec. 15 2008 article below. This section will bring the reader up to speed with regard to the latest developments of the design prototype which I am now calling the Blended Online Learning Environment. This study demonstrated that for a successful design prototype to be successfully implemented in a traditional university setting it had to be based on low structure and high dialog Moore 1993 and must emulate traditional university practices and operations. This is supported by Jaffee s 1998 conclusion that The receptivity and perceived legitimacy of new educational delivery modes is strongly related to the extent to which these instructional technologies reinforce or retain the central elements of the institutionalized and identity-enhancing classroom setting. Jaffee 1998 p. 28 . This suggests the need for university administrators to adopt an online learning OL deployment model which is closely linked to traditional university course delivery operations rather than a classical distance education DE design and development-focused model essentially foreign in its functioning to traditional universities Keegan 1996 Rumble Harry 1982 . Faculty would thus not only have access to a feasible means of teaching online in a manner to which they are accustomed but more importantly they would utilize a socioconstructivist-enabled learning environment which would be in stark contrast to the sorely criticized behaviorist-associated lock-step ID model as implemented worldwide by open and DE universities Evans 2001 Masie 2000 . Henceforth by accessing a .

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