Designing for online interaction: Scaffolded and collaborative interventions in a graduate-level blended course
[EN] This article examines types of interaction from the perspective of intervening agents and interaction outcomes. We argue that the strategic combination of these types of interaction with certain core features (such as dosified input, attainable goal-setting, personalization and collaboration) c...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2012 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/200064 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/200064 |
| Access Level: | acceso abierto |
| Palavra-chave: | Online interaction Instructional design Course design E-learning Scaffolding |
| Resumo: | [EN] This article examines types of interaction from the perspective of intervening agents and interaction outcomes. We argue that the strategic combination of these types of interaction with certain core features (such as dosified input, attainable goal-setting, personalization and collaboration) contribute to creating a more effective relationship between instructional design, use and the interactional purposes of learning activities. The paper also offers instructors and course designers various considerations regarding the pedagogical nature of learning activities and the actions that both learners and instructors can carry out to optimize the online educational experience. Consideration for emergent trends in research on related areas are also presented. |
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