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Companion learners: Instructional d...

Mayo, Margo.

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Companion learners: Instructional design for distributed learning in the affective domain.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Companion learners: Instructional design for distributed learning in the affective domain./
作者:	Mayo, Margo.
面頁冊數:	307 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2150.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR03877
ISBN:	0494038772

Companion learners: Instructional design for distributed learning in the affective domain.
Mayo, Margo.

Companion learners: Instructional design for distributed learning in the affective domain. - 307 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2150.

Thesis (Ph.D.)--University of Calgary (Canada), 2005.

This study uses the paradigm of 'design research' to investigate a perceived lack of the social interaction required for the achievement of higher levels of affective domain objectives for individuals learning by distance. The intervention is the introduction of companion learners into the course design and delivery of three courses with different target populations and subject matter. Adaptations of instructional design and development models, the Companion learner Models, were used to operationalize and triangulate the data gathered from each of the courses to determine how companion learners could be integrated into distance courses to facilitate interaction for the achievement of affective domain objectives.

ISBN: 0494038772Subjects--Topical Terms:

783746
Education, Philosophy of.

Companion learners: Instructional design for distributed learning in the affective domain.
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520 $a This study uses the paradigm of 'design research' to investigate a perceived lack of the social interaction required for the achievement of higher levels of affective domain objectives for individuals learning by distance. The intervention is the introduction of companion learners into the course design and delivery of three courses with different target populations and subject matter. Adaptations of instructional design and development models, the Companion learner Models, were used to operationalize and triangulate the data gathered from each of the courses to determine how companion learners could be integrated into distance courses to facilitate interaction for the achievement of affective domain objectives.
520 $a The first case study involved the Canadian Space Agency's Mobile Servicing System (MSS) Mission Controller course and looked at the use of natural companion learner roles in the acquisition of the affective domain objective of situational awareness for individuals and groups in a classroom situation. The second case study, the Alberta Real Estate Board Professional Responsibility Course, looked at the use of virtual companion learners in a stand-alone distance course to achieve affective domain objectives for professional responsibility. The final case study, the Ethics for Instructors Course given at the University of Calgary through Community Rehabilitation and Disability Studies, looked at incorporation of companion learners in ethics instruction for three different delivery methods: face-to-face, synchronous distance, and asynchronous distance.
520 $a The results of the case studies showed promise for companion learning as a way of thinking about learner interactions during the instructional design process. The Companion Learner Models provide a methodology to allow a designer to incorporate different content, target populations and contexts into courses in which the learners are actively involved in the learning process with natural, scripted or virtual companion learners.
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