A Case Study of the Implementation of Social Models of Teaching in e-Learning: “The Social Networks in Education”, Online Course of the Inter-Orthodox Centre of the Church of Greece
- 307 Downloads
The development of e-learning has caused a growing interest in learning models that may have the best results. We believe that it is good practice to implement social learning models in the field of online education. In this case, the implementation of complex instruction in online training courses for teachers, on “Social Networks in Education” from the Inter-Orthodox Center of the Church of Greece is examined. To study the effectiveness of this model we gathered qualitative and quantitative data from learner participation in forums and wikis, and in additional social networks in which they chose to practice. Important data also was collected from the evaluation made by the learners themselves.
KeywordsInstructional design Social learning models Teachers training Web based training
I would like to thank my partners, the team of e-learning experts: Mary Frentzou, Christos Nassios, Eleni Athanassiou, Georgia Tsiga, Zacharoula Charpantidou and John Bakas.
- Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17.Google Scholar
- Bofiliou, A. (2013). Interactions in online environments. Patra: Hellenic Open University.Google Scholar
- Cohen, E. (1986). Designing group work strategies for the heterogeneous classroom. New York: Teachers College Press.Google Scholar
- Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.). Fort Worth: HBJ College Publishers.Google Scholar
- Gunawardena, C. N., & McIsaac, M. S. (2004). Distance education. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 355–395). London: Lawrence Erlbaum Associates Publishers.Google Scholar
- Hedley, S. (2005). Five roles I play in online courses. Innovate: Journal of online education. Retrieved February 11, 2016, from, http://www.innovateonline.info/pdf/vol2_issue1/Five_Roles_I_Play_in_Online_Courses.pdf.
- Holmes, K. (2005). Analysis of asynchronous online discussion using the solo taxonomy. Australian Journal of Educational & Development Psychology, 5, 117–127.Google Scholar
- Nisbet, D. (2004). Measuring the quantity and quality of online discussion group interaction. Journal of eLiteracy, 1, 122–139.Google Scholar
- Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.Google Scholar
- Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88.Google Scholar
- Salmon, G. (2003). E-moderating: The key to teaching and learning online (2nd ed.). London: Taylor & Francis.Google Scholar
- Uzumer, S. (2007). Educationally valuable talk: A new concept for determining the quality of online conversations. MERLOT Journal of Online Learning and Teaching, 3(4), 400–410.Google Scholar
- Waterhouse, S., & Rogers, R. O. (2004). The importance of policies in E-learning instruction. Educause Quarterly, 3, 28–39.Google Scholar