A Virtual Learning Guide: Technologies and Learning

　　 Paper Abstract:

In 1998, developmental work and research began on provision of web-based virtual learning materials at Swinburne University of Technology, Lilydale. Two events (first - the decision to provide printed learning guides, and second - the arrival of the Information Technology, Systems and Multimedia Discipline Leader) acted as catalytic agents for development of these virtual learning materials and consequent, action research for the case under study.

The virtual learning materials research project required grounding in at least one of the instructional theories. The research to date indicates that it is important to be as comprehensive as possible in terms of instructional strategies, in particular gaining the learner's attention, presenting of objectives and stimulating recall of knowledge both learned and previously acquired. Petry et al (Petry, Mouton and Reigeluth, 1987) has in part provided a synopsis of selected theories and models of instructional theory that are drawn upon at this time. However, instructional strategies only form one facet of the formative questions. The second is learner motivation. Here, the research draws upon the work of Keller et al who has explicitly addressed the use of motivational strategies, (cf Keller and Kopp, 1987;).

This paper is constituted as a series of questions emanating from a reflective action research approach to the operation of, or socialisa

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]  ... 下一页  >>