A Classroom Research Study Concerning the Application of a Framework for Planning and Sequencing E-Learning Student Interactions

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This article reports on an assessment of a framework for planning and sequencing e-learning student interactions and its capacity to accommodate critical student interactions in a graduate leadership curriculum delivered through hybrid e-learning technologies.

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14 p.

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Bambara, Cynthia; Lambert, Dana; Andrews, Shelly & Harbour, Clifford P. 2006.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 13 times . More information about this article can be viewed below.

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This article reports on an assessment of a framework for planning and sequencing e-learning student interactions and its capacity to accommodate critical student interactions in a graduate leadership curriculum delivered through hybrid e-learning technologies.

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14 p.

Notes

Abstract: Hirumi's (2002) framework for planning and sequencing e-learning student interactions has two primary objectives. First, it is intended to help facilitators organize student interactions in an e-learning context and promote learning on identified course objectives. Second, the framework is offered as an instructional management device to limit excessive, unguided, and meaningless interactions. In this article, the authors report on their assessment of the framework and its capacity to accommodate critical student interactions in a graduate leadership curriculum delivered through hybrid e-learning technologies. Although Hirumi's framework may limit unnecessary interactions, it does not allow for the kind of interactions required in graduate leadership development programs. The framework is also limited in its ability to accommodate certain learning theories such as social constructivism. These shortcomings may be remedied, however, by proposed modifications to the framework.

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  • International Journal on E-Learning, 2006. Waynesville, NC: Association for the Advancement of Computing in Education

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  • Publication Title: International Journal on E-Learning
  • Volume: 5
  • Issue: 3
  • Pages: 339-352
  • Peer Reviewed: Yes

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  • 2006

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  • Feb. 1, 2018, 6:37 p.m.

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Bambara, Cynthia; Lambert, Dana; Andrews, Shelly & Harbour, Clifford P. A Classroom Research Study Concerning the Application of a Framework for Planning and Sequencing E-Learning Student Interactions, article, 2006; Waynesville, North Carolina. (digital.library.unt.edu/ark:/67531/metadc1065428/: accessed September 22, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Education.