This research explores the learning that took place in three hybrid university-level courses in education, which were designed according to three main design-principles: (a)engage learners in peer instruction, (b)involve learners in assessment processes, and (c)reuse student artifacts as resource for further learning. These principles were employed in different manners according to the goals, contents, and target audience in each of the courses. About 40 graduate, and 260 undergraduate students participated in the study. Data-sources included collaborative and personal artifacts in the courses' sites, researchers' reflective journal, surveys and interviews. We focus on the first design-principle, and show how learning was promoted by features designed according to this principle in each of the courses. We recommend using the design-principles developed in this research to foster meaningful learning in other Web-based courses in higher education.
|Title of host publication||Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007|
|Editors||Theo Bastiaens, Saul Carliner|
|Place of Publication||Quebec City, Canada|
|Publisher||Association for the Advancement of Computing in Education (AACE)|
|Number of pages||8|
|State||Published - 1 Oct 2007|