Design exemplars for synchronous e-learning: A design theory approach

Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. Th...

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Veröffentlicht in:	Computers and education Jg. 55; H. 2; S. 652 - 662
Hauptverfasser:	Hrastinski, Stefan, Keller, Christina, Carlsson, Sven A.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 2010 Elsevier
Schlagworte:	Communities Computer Mediated Communication Computer science Computer Uses in Education Conduction Datavetenskap Design evaluation design examplars Design exemplars Design research Developers Distance education Distance learning Education Educational Research Electronic Learning Empirical analysis Focus Groups Informatics Informatics, computer and systems science Informatik Informatik, data- och systemvetenskap Information Systems, Social aspects (including Human Aspects of ICT) Information technology Informationsteknik Instructional Design Instructional Effectiveness Media and Communications Medie-, kommunikations-, och informationsvetenskaper Program Evaluation Research Reports SAMHÄLLSVETENSKAP SOCIAL SCIENCES Statistics, computer and systems science Statistik, data- och systemvetenskap Synchronous Synchronous Communication Synchronous e-learning Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning Teachers Teaching Methods TECHNOLOGY TEKNIKVETENSKAP Theories Design research Design exemplars Design evaluation Synchronous e-learning
ISSN:	0360-1315, 1873-782X, 1873-782X
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Zusammenfassung:	Synchronous e-learning has received much less research attention, as compared with asynchronous e-learning. Practitioners that consider using and designing synchronous e-learning are in urgent need of guidance. In order to address this need, we propose design exemplars for synchronous e-learning. They are directed towards a primary constituent community of teachers, administrators, managers and developers of e-learning. The exemplars have been theoretically as well as empirically grounded through cross-case analyses of studies conducted between 2003 and 2006. Moreover, the exemplars have been evaluated by conducting focus group sessions with experienced practitioners having experience of using and developing e-learning. Strong support was identified for each design exemplar. The exemplars can be used as research hypotheses and be tested in future design research.
Bibliographie:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23
ISSN:	0360-1315 1873-782X 1873-782X
DOI:	10.1016/j.compedu.2010.02.025