How Can Hybrid Courses Designed with Socio-Constructivist Design-Principles Promote Learning in Higher Education?

Yael Kali, Rachel Levin-Peled, Yehudit Judy Dori

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007
EditorsTheo Bastiaens, Saul Carliner
Place of PublicationQuebec City, Canada
PublisherAssociation for the Advancement of Computing in Education (AACE)
Pages6071-6078
Number of pages8
StatePublished - 1 Oct 2007

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