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STEPP: A Grounded Model to Assure the Quality of Instructional Activities in e-Learning Environments

Year 2013, Volume: 14 Issue: 3, 56 - 77, 01.09.2013

Abstract

The present theoretical paper aims to develop a grounded model for designing instructional activities appropriate to e-learning and online learning environments. The suggested model is guided by learning principles of cognitivism, constructivism, and connectivism learning principles to help online learners constructing meaningful experiences and moving from knowledge acquisition to knowledge creation process. The proposed model consists of five dynamic and grounded domains that assure the quality of designing and using e-learning activities: Ø Social Domain; Ø Technological Domain; Ø Epistemological Domain; Ø Psychological domain; and Ø Pedagogical Domain. Each of these domains needs four types of presences to reflect the design and the application process of e-learning activities. These four presences are: Ø cognitive presence, Ø human presence, Ø psychological presence and Ø mental presence. Applying the proposed model (STEPP) throughout all online and adaptive e-learning environments may improve the process of designing and developing e-learning activities to be used as mindtools for current and future learners.

References

  • Abdelaziz, H. A. (2012 A). D4 S4: A four dimensions instructional strategy for Web- based learning. Turkish Online Journal of Distance Education, 13 (4): 220-235.
  • Abdelaziz, H. A. (2012 B). Cloud-based e-Training: A suggested framework to shift from community of inquiry to community of practice. Paper presented at the first
  • Symposium in E-training and Performance Improvement Opportunities. Arabian Gulf University, Bahrain, Dec. 13, 2012.
  • Abdelaziz, H. A. (2013). Avatar-based coaching: Using virtual world to develop sales skills and learning satisfaction among commercial secondary school students.
  • International Journal of Online Marketing, 3 (1): 1-13. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
  • Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Athabasca University: AU Press.
  • Anderson, T., Rourke, L., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  • 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. Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), Winter 2009, 241-2
  • Conrad, R. M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: John Wiley & Son, Inc.
  • 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. San Diego, CA, October 28-31, 2006.
  • Dacko, S. G. (2006). Narrowing the skills gap for marketers of the future. Marketing
  • Intelligence & Planning, 24(3), 283-295. Downey, S. (2011). I-MMOLE: Instructional framework for creating virtual world lessons. TechTrends, 55(6), November/December 2011.
  • 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. Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2: 87-105.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • 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, 41, Summer 20094, 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. http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models %20(Version%201).pdf Horton, W. (2011). E-learning by design. (2nd ed.). San Francisco, CA: John Wiley and Son Inc.
  • International Society for Technology in Education (ISTE) (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: Author.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. New Jersey: Merrill Prentice Hall.
  • Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39.
  • Lefrancois, G. R. (1999). Psychology for Teaching. (10th Ed.). USA: Wadsworth, Thomson Learning.
  • Lessiter, J., Freeman, J., Keogh, E., & Davidoff, J. (2001). A cross media presence questionnaire: the ITC sense of presence inventory. Presence, 10(3), 282-297.
  • 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. JISC e-Learning Models Desk Study. Issue 1., 1-43. Retrieved Sept.10, 2012 http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models %20(Version%201).pdf
  • McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). 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, 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 from: http://www.aacte.org/Research/lit_20review- revised.htm
  • Richardson, J. C., & Swan, K. (2003). Examining social presence in online course in relation to students’ perceived learning and satisfaction. JALN 7(1) February 2003, 68
  • Salmon, G. (2004). 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.
  • Schone, B. J. (2007). Engaging interaction for e-learning. Retrieved March 20th , 2013 from: http://www.EngagingInteractions.com
  • 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.
  • Tu, C. H. (2002). The impact of text-based CMC on online social presence. The Journal of Interactive Online Learning, 1(2), Fall 2002, 1-24.
Year 2013, Volume: 14 Issue: 3, 56 - 77, 01.09.2013

Abstract

References

  • Abdelaziz, H. A. (2012 A). D4 S4: A four dimensions instructional strategy for Web- based learning. Turkish Online Journal of Distance Education, 13 (4): 220-235.
  • Abdelaziz, H. A. (2012 B). Cloud-based e-Training: A suggested framework to shift from community of inquiry to community of practice. Paper presented at the first
  • Symposium in E-training and Performance Improvement Opportunities. Arabian Gulf University, Bahrain, Dec. 13, 2012.
  • Abdelaziz, H. A. (2013). Avatar-based coaching: Using virtual world to develop sales skills and learning satisfaction among commercial secondary school students.
  • International Journal of Online Marketing, 3 (1): 1-13. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
  • Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Athabasca University: AU Press.
  • Anderson, T., Rourke, L., Garrison, D., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  • 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. Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3), Winter 2009, 241-2
  • Conrad, R. M., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: John Wiley & Son, Inc.
  • 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. San Diego, CA, October 28-31, 2006.
  • Dacko, S. G. (2006). Narrowing the skills gap for marketers of the future. Marketing
  • Intelligence & Planning, 24(3), 283-295. Downey, S. (2011). I-MMOLE: Instructional framework for creating virtual world lessons. TechTrends, 55(6), November/December 2011.
  • 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. Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2: 87-105.
  • Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
  • 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, 41, Summer 20094, 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. http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models %20(Version%201).pdf Horton, W. (2011). E-learning by design. (2nd ed.). San Francisco, CA: John Wiley and Son Inc.
  • International Society for Technology in Education (ISTE) (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: Author.
  • Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. New Jersey: Merrill Prentice Hall.
  • Kanuka, H., & Garrison, D. R. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39.
  • Lefrancois, G. R. (1999). Psychology for Teaching. (10th Ed.). USA: Wadsworth, Thomson Learning.
  • Lessiter, J., Freeman, J., Keogh, E., & Davidoff, J. (2001). A cross media presence questionnaire: the ITC sense of presence inventory. Presence, 10(3), 282-297.
  • 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. JISC e-Learning Models Desk Study. Issue 1., 1-43. Retrieved Sept.10, 2012 http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models %20(Version%201).pdf
  • McKerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). 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, 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 from: http://www.aacte.org/Research/lit_20review- revised.htm
  • Richardson, J. C., & Swan, K. (2003). Examining social presence in online course in relation to students’ perceived learning and satisfaction. JALN 7(1) February 2003, 68
  • Salmon, G. (2004). 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.
  • Schone, B. J. (2007). Engaging interaction for e-learning. Retrieved March 20th , 2013 from: http://www.EngagingInteractions.com
  • 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.
  • Tu, C. H. (2002). The impact of text-based CMC on online social presence. The Journal of Interactive Online Learning, 1(2), Fall 2002, 1-24.
There are 46 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hamdy Ahmed Abdelazız This is me

Publication Date September 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 3

Cite

APA Abdelazız, H. A. (2013). STEPP: A Grounded Model to Assure the Quality of Instructional Activities in e-Learning Environments. Turkish Online Journal of Distance Education, 14(3), 56-77.