東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Architecture and instructional desig...

Kays, Elena J.

FindBook

Google Book

Amazon

博客來

Architecture and instructional design: A conceptual model for e-learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Architecture and instructional design: A conceptual model for e-learning./
作者:	Kays, Elena J.
面頁冊數:	181 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0059.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3119170

Architecture and instructional design: A conceptual model for e-learning.
Kays, Elena J.

Architecture and instructional design: A conceptual model for e-learning. - 181 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0059.

Thesis (Ph.D.)--Capella University, 2003.

Current conceptual models of instructional design were developed for face-to-face and CD-ROM delivery, and may not be fully adequate for online learning. In addition, instructional designers have not typically paid much attention to principles drawn from other disciplines and particularly from the educational and technical processes of other design professions such as architecture. Such professions make significant use of active learning strategies in the studio context that would benefit online instructional design. The purpose of this study was to develop and refine a conceptual model of online instructional design based on methods drawn from the field of architecture. A preliminary model, called <italic>Iterative Collaboration</italic>, was created through a process of conceptual and visual modeling to represent the non-linear, collaborative, and active nature of the online learning environment. A panel of experts using a Delphi process in two phases critically reviewed the preliminary model. This Delphi process was supplemented by a case study of traditional instructional design.{09}The results of the expert critique showed that the preliminary model paid serious attention to student needs and adequately reflected the complexity of the online learning environment, but was difficult to comprehend from its visual manifestation, and was impractical as a guide for the practice of online course design.{09}A modified model emerged that reflected the cyclical nature of designing for the online environment and that helped explain the active and collaborative interactions of an online version of the studio model of learning. Implications of the model for online design and for further research into understanding the nature of the online learning environment were presented.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Architecture and instructional design: A conceptual model for e-learning.
LDR:02673nmm 2200277 4500 001 1858480
005 20040927074234.5
008 130614s2003 eng d
035 $a (UnM)AAI3119170
035 $a AAI3119170
040 $a UnM $c UnM
100 1 $a Kays, Elena J. $3 1946168
245 1 0 $a Architecture and instructional design: A conceptual model for e-learning.
300 $a 181 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0059.
500 $a Adviser: J. Bruce Francis.
502 $a Thesis (Ph.D.)--Capella University, 2003.
520 $a Current conceptual models of instructional design were developed for face-to-face and CD-ROM delivery, and may not be fully adequate for online learning. In addition, instructional designers have not typically paid much attention to principles drawn from other disciplines and particularly from the educational and technical processes of other design professions such as architecture. Such professions make significant use of active learning strategies in the studio context that would benefit online instructional design. The purpose of this study was to develop and refine a conceptual model of online instructional design based on methods drawn from the field of architecture. A preliminary model, called <italic>Iterative Collaboration</italic>, was created through a process of conceptual and visual modeling to represent the non-linear, collaborative, and active nature of the online learning environment. A panel of experts using a Delphi process in two phases critically reviewed the preliminary model. This Delphi process was supplemented by a case study of traditional instructional design.{09}The results of the expert critique showed that the preliminary model paid serious attention to student needs and adequately reflected the complexity of the online learning environment, but was difficult to comprehend from its visual manifestation, and was impractical as a guide for the practice of online course design.{09}A modified model emerged that reflected the cyclical nature of designing for the online environment and that helped explain the active and collaborative interactions of an online version of the studio model of learning. Implications of the model for online design and for further research into understanding the nature of the online learning environment were presented.
590 $a School code: 1351.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Architecture. $3 523581
650 4 $a Design and Decorative Arts. $3 1024640
690 $a 0727
690 $a 0729
690 $a 0389
710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 65-01A.
790 1 0 $a Francis, J. Bruce, $e advisor
790 $a 1351
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3119170