Guidelines towards the facilitation of interactive online learning programmes in higher education

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains...

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Autores principales:	Lydia Mbati, Ansie Minnaar
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	Interactive online learning constructivism observational learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/dfe1df092ac74c099263a784f5ea60ad
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id	oai:doaj.org-article:dfe1df092ac74c099263a784f5ea60ad
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spelling	oai:doaj.org-article:dfe1df092ac74c099263a784f5ea60ad2021-12-02T19:26:04ZGuidelines towards the facilitation of interactive online learning programmes in higher education10.19173/irrodl.v16i2.20191492-3831https://doaj.org/article/dfe1df092ac74c099263a784f5ea60ad2015-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2019https://doaj.org/toc/1492-3831The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.Lydia MbatiAnsie MinnaarAthabasca University PressarticleInteractive online learningconstructivismobservational learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 2 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Interactive online learning constructivism observational learning Special aspects of education LC8-6691
spellingShingle	Interactive online learning constructivism observational learning Special aspects of education LC8-6691 Lydia Mbati Ansie Minnaar Guidelines towards the facilitation of interactive online learning programmes in higher education
description	The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.
format	article
author	Lydia Mbati Ansie Minnaar
author_facet	Lydia Mbati Ansie Minnaar
author_sort	Lydia Mbati
title	Guidelines towards the facilitation of interactive online learning programmes in higher education
title_short	Guidelines towards the facilitation of interactive online learning programmes in higher education
title_full	Guidelines towards the facilitation of interactive online learning programmes in higher education
title_fullStr	Guidelines towards the facilitation of interactive online learning programmes in higher education
title_full_unstemmed	Guidelines towards the facilitation of interactive online learning programmes in higher education
title_sort	guidelines towards the facilitation of interactive online learning programmes in higher education
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/dfe1df092ac74c099263a784f5ea60ad
work_keys_str_mv	AT lydiambati guidelinestowardsthefacilitationofinteractiveonlinelearningprogrammesinhighereducation AT ansieminnaar guidelinestowardsthefacilitationofinteractiveonlinelearningprogrammesinhighereducation
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Guidelines towards the facilitation of interactive online learning programmes in higher education

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