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From Physical Benchmarks To Mental Benchmarks: 
A Four Dimensions Dynamic Model To Assure The Quality Of 
Instructional Activities In Electronic And Virtual Learning Environments

Year 2013, Volume: 14 Issue: 2, 268 - 281, 01.06.2013

Abstract

The objective of this paper was to develop a four dimensions dynamic model for designing instructional activities appropriate to electronic and virtual learning environments. The suggested model is guided by learning principles of cognitivism, constructivism, and connectivism learning theories in order to help online learners to build and acquire meaningful knowledge and experiences. The proposed model consists of four dynamic dimensions: Ø Cognitive presence activities; Ø Psychological presence activities; Ø Social presence activities; and Ø Mental presence activities. Cognitive presence activities refer to learner’s ability to emerge a cognitive vision regarding the content of learning. The cognitive vision will be the starting point to construct meaningful understanding. Psychological presence activities refer to the learner’s ability to construct self awareness and trustworthiness. It will work as psychological schema to decrease the load of learning at distance. Social presence activities refer to the learner’s ability to share knowledge with others in a way to construct a community of practice and assure global understanding of learning. Finally, mental presence activities refer to learner’s ability to construct mental models that represent knowledge creation. It will help learners to make learning outcomes and experiences transferable. Applying the proposed model will improve the process of developing e-based activities throughout a set of adaptive and dynamic frameworks and guidelines to meet online learner’s cognitive, psychological, social and mental presence.

References

  • Abdelaziz, H. A. (2012). D4 S4: A four dimensions instructional strategy for Web-based learning. Turkish Online Journal of Distance Education, 13(4), 220-235.
  • Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In
  • D. H. Jonassen, & S. M. Land (eds. ) Theoretical Foundations of Learning Environments. NJ: Lawrence Erlbaum. Corconran, K., Laura, K., Daniel, B., & Mark, B. (1995). High performance sales organizations: Achieving competitive advantage in the global marketplace. Chicago:
  • Irwin Professional Publications. Corso, D., Forno, L., Morrone, G., & Signorile, I. (2006). Development of didactic design guidelines for the production of e-courses. Paper presented at the 36th ASEE/IEEE
  • Frontiers in Education Conference. October 28-31, 2006. San Diego, CA.
  • Dacko, S. G. (2006). Narrowing the skills gap for marketers of the future. Marketing
  • Intelligence & Planning, 24(3), pp. 283-295. Driscoll, M. (2002). Psychological foundations of instructional design. In Robert A. R. &
  • John V. D. (Eds.), Trends and issues in instructional design and technology (pp. 57-69). NJ: Merrill Prentice Hall. Gillani, B. B. (2003). Learning theories and design of e-learning environments. NY:
  • University Press of America, Inc. Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Oregon: International Society for Technology in Education.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, Summer 2009, 41, 4. 393-416.
  • Heide, A., & Henderson, D. (2001). Active learning in the digital age classroom.
  • Portsmouth, NH: Heinemann. Horton, W. (2008). Knowledge management: From the graveyard of good ideas. In S.
  • Carliner & P. Shank (Eds.), The e-learning handbook: Past promises, present challenges (p. 105). CA: Pfeiffer. Available from the page of http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf International Society for Technology in Education (ISTE) (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR:
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. New Jersey: Merrill Prentice Hall.
  • Loureiro, A., & Bettencourt, T. (2010). Immersive environments: A connectivist approach. Communications in Computer and Information Science, 111, 202-214.
  • Mayes, T., & Freitas, S. D. (2012). Review of e-learning theories frameworks and models. ISC e-Learning Models Desk Study. Issue 1., 1-43.
  • McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2012). Student perceptions of teaching presence, social presence and cognitive presence in a virtual world. MERLOT
  • Journal of Online Learning and Teaching, 2 (3), September, 2011, pp. 324- 336.
  • Merrill, M. D. (2008). Converting e3-learning to e3-learning: An alternative instructional design method. In S. Carliner & P. Shank (Eds.), The e-learning handbook: Past promises, present challenges (pp. 359-397). CA: Pfeiffer.
  • National Research Council (NRC) (2001). How people learn: Brian, mind, experience, and school. (Expanded Edition).Washington, D.C.: National Academy Press.
  • Palloff, R. M., & Pratt, K. (2003).The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.
  • Rhodes, E. (2011). Learning, teaching, and technology: A short literature review.
  • Retrieved November 17, 2011 http://www.aacte.org/Research/lit_20review-revised.htm
  • Salmon, G. (2002). E-tivities: A key to active online learning. London: Kogan Page.
  • Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. In B. C. Wilson (ed.), Designing constructivist learning environments: Case studies. Englewood Cliffs, NJ: Educational Technology Publications
  • Siemens, G. (2005). Connectivism: A Learning theory for the digital age. Retrieved
  • August 20, 2012 from: http://www.elearnspace.org/Articles/connectivism.htm
  • Thornburg, D. (1996). Campfires in cyberspace. San Carlos, CA: Thornburg and Starsong Publications.
Year 2013, Volume: 14 Issue: 2, 268 - 281, 01.06.2013

Abstract

References

  • Abdelaziz, H. A. (2012). D4 S4: A four dimensions instructional strategy for Web-based learning. Turkish Online Journal of Distance Education, 13(4), 220-235.
  • Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In
  • D. H. Jonassen, & S. M. Land (eds. ) Theoretical Foundations of Learning Environments. NJ: Lawrence Erlbaum. Corconran, K., Laura, K., Daniel, B., & Mark, B. (1995). High performance sales organizations: Achieving competitive advantage in the global marketplace. Chicago:
  • Irwin Professional Publications. Corso, D., Forno, L., Morrone, G., & Signorile, I. (2006). Development of didactic design guidelines for the production of e-courses. Paper presented at the 36th ASEE/IEEE
  • Frontiers in Education Conference. October 28-31, 2006. San Diego, CA.
  • Dacko, S. G. (2006). Narrowing the skills gap for marketers of the future. Marketing
  • Intelligence & Planning, 24(3), pp. 283-295. Driscoll, M. (2002). Psychological foundations of instructional design. In Robert A. R. &
  • John V. D. (Eds.), Trends and issues in instructional design and technology (pp. 57-69). NJ: Merrill Prentice Hall. Gillani, B. B. (2003). Learning theories and design of e-learning environments. NY:
  • University Press of America, Inc. Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Oregon: International Society for Technology in Education.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, Summer 2009, 41, 4. 393-416.
  • Heide, A., & Henderson, D. (2001). Active learning in the digital age classroom.
  • Portsmouth, NH: Heinemann. Horton, W. (2008). Knowledge management: From the graveyard of good ideas. In S.
  • Carliner & P. Shank (Eds.), The e-learning handbook: Past promises, present challenges (p. 105). CA: Pfeiffer. Available from the page of http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf International Society for Technology in Education (ISTE) (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR:
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. New Jersey: Merrill Prentice Hall.
  • Loureiro, A., & Bettencourt, T. (2010). Immersive environments: A connectivist approach. Communications in Computer and Information Science, 111, 202-214.
  • Mayes, T., & Freitas, S. D. (2012). Review of e-learning theories frameworks and models. ISC e-Learning Models Desk Study. Issue 1., 1-43.
  • McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2012). Student perceptions of teaching presence, social presence and cognitive presence in a virtual world. MERLOT
  • Journal of Online Learning and Teaching, 2 (3), September, 2011, pp. 324- 336.
  • Merrill, M. D. (2008). Converting e3-learning to e3-learning: An alternative instructional design method. In S. Carliner & P. Shank (Eds.), The e-learning handbook: Past promises, present challenges (pp. 359-397). CA: Pfeiffer.
  • National Research Council (NRC) (2001). How people learn: Brian, mind, experience, and school. (Expanded Edition).Washington, D.C.: National Academy Press.
  • Palloff, R. M., & Pratt, K. (2003).The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.
  • Rhodes, E. (2011). Learning, teaching, and technology: A short literature review.
  • Retrieved November 17, 2011 http://www.aacte.org/Research/lit_20review-revised.htm
  • Salmon, G. (2002). E-tivities: A key to active online learning. London: Kogan Page.
  • Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. In B. C. Wilson (ed.), Designing constructivist learning environments: Case studies. Englewood Cliffs, NJ: Educational Technology Publications
  • Siemens, G. (2005). Connectivism: A Learning theory for the digital age. Retrieved
  • August 20, 2012 from: http://www.elearnspace.org/Articles/connectivism.htm
  • Thornburg, D. (1996). Campfires in cyberspace. San Carlos, CA: Thornburg and Starsong Publications.
There are 28 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hamdy Ahmed Abdelazız This is me

Publication Date June 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 2

Cite

APA Abdelazız, H. A. (2013). From Physical Benchmarks To Mental Benchmarks: 
A Four Dimensions Dynamic Model To Assure The Quality Of 
Instructional Activities In Electronic And Virtual Learning Environments. Turkish Online Journal of Distance Education, 14(2), 268-281.