堪培拉代写assignment:网上课程

2017-06-07 01:12

由于不同的学习者在网上课程带来不同的生活经验的课程在线学习环境，实际上可以成为丰富的学习环境。常和利姆（2002）指出，“虽然面对面是一个丰富的学习媒介，技术系统可能有助于执行教学活动，使个别学习者独立工作和异步组”（P 86）。现在存在的技术能力，为创建讨论论坛和不同的活动，旨在学习风格和喜好，使一个真正成功的学习环境。此外，通过一个异步学习环境”从个人主义文化背景的学习者群体的工作可能会更加强调团队成就或关系比以前，从集体主义背景下的学习者可能在推理过程中成为自己的意见更加独立与坚持”（101页）。虽然完成可能不是无缝的，这给学生机会方式从他们不习惯学习，在线学习课程组和互动的人群中为他们创造一种文化，在自己真正重要的。麦克朗林（1999）表示，“在线环境的目的是复制一个动态的，社会活跃的社区的基本特征，成员相互支持，有一个共同的目标”（第237页）。事实上，汉娜写道，许多在线学习者说，他们最终知道他们的在线合作学习者更深刻地比他们将在一个类，他们都将在物理上彼此出席“（汉娜25）。如果一个在线学习环境设计的互动，协作和社区建设活动的头脑中，学习者会觉得他们彼此了解，就像他们已经在面对面的课程。但是，在设计一门面向不同学习者的课程时，设计师或教师必须记住什么呢？
堪培拉代写assignment:网上课程
Due the different learners in an online course bringing different life experiences to the course online learning environments can in fact become rich learning environments. Chang and Lim (2002) indicate that "although face-to-face is a rich learning medium, technological systems can potentially help to perform the pedagogical activities, and enable individual learners to work independently and asynchronously in groups" (p. 86). The technological abilities that now exist for the creation discussion forums and different activities aimed at learning styles and preferences make a truly successful learning environment possible. Further, by working in groups in an asynchronous learning environment "learners from an individualistic cultural context might emphasize more on group achievement or relationship than before, and learners from a collectivistic context might become more independent and insistent on their own opinion during the reasoning process" (p. 101). While the completion may not be seamless, this gives learners the opportunity to learn from others in a way they are unaccustomed to.In online learning courses groups and interaction within those groups are truly important as they create a culture within themselves. McLoughlin (1999) indicates that "the on-line environment was designed to replicate the essential features of a dynamic, socially active community where members support each other and have a common goal" (p. 237). In fact, Hanna writes that many online learners say they end up knowing their online co-learners more deeply than they would in a class where they would all be physically present with each other" (Hanna 25). If an online learning environment is designed with interaction, collaboration, and community-building activities in mind, learners will feel like they know each other just as well as if they had been in a face-to-face course. But, what things must a designer or instructor keep in mind while designing a course for diverse learners?

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