An integrated model of online courses
المؤلف:
Winnie Cheng & Martin Warren
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P200-C18
2025-07-05
568
An integrated model of online courses
Mason (1998) presents an integrated model of online courses which consists of "collaborative activities, learning resources and joint assignments". Such a model has as its main characteristics students learning through online discussions, accessing and processing information, and carrying out tasks. Most important of all, the success or otherwise of a course that adopts this model is dependent on the creation of a learning community (Mason, 1998).
Mason (1998) discusses five major features of online learning, namely interactive course materials, online pedagogy, structure discussions, collaborative activities, and online assessment. First, interactive course materials refer to the major feature of online courses which makes use of a resource-based approach to promote learning-to-learn skills, i.e. facilitating knowledge management skills such as searching, selecting and synthesizing information, discovering how and where to find answers and solutions, and understanding, transforming and presenting ideas. Second, an online pedagogy, as outlined by Mason, can be characterized by interactivity in the learning process, the changing role of the teacher from imparting knowledge to facilitating student learning, the need for knowledge management skills and for team working abilities, and the move towards resource-based rather than packaged learning. Third, structured discussions, which refer to the "unlimited, interactive, time-independent discussion" among group members or between the teacher and learners, allow learners the freedom to input messages at their convenience. To generate good educational discussions online takes careful planning and structuring to give structure and to help the learner to take an active part in the discussion. This is usually done by having small groups (typically under ten), providing specific tasks, and setting timelines for discussion. Fourth, collaborative activities via a group Web site make it possible for peers to focus on their joint work, with their work being open to be viewed and critiqued by their peers. The last feature of online learning courses (Mason, 1998) is online assessment which allows for the devising of assignments and assessment procedures that promote IT literacy, team work ability and knowledge management skills.
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