International Journal for the Scholarship of Teaching and Learning
Volume 3, Number 1, January 2009
Return
to current issues pageResearch Article
Excerpt
Online Course Design: A Case Study
This case study uses the How People Learn (HPL) framework as
the conceptual model to examine an online course in a teacher licensure
program for evidence of high level learning outcomes that involve collaboration,
reflection, mentoring, and problem solving. The HPL framework focuses
on the learning environment and indicates that effective learning takes
place to the extent that the learning environment is learner-centered,
knowledge-centered, assessment-centered, and community-centered. Analysis
of the data resulted in themes that coincide with the elements of the
HPL framework: professional growth, peer learning, teaching presence,
and collaboration. The design of the course appeared to have a positive
impact on student learning as far as complex problem solving and collaboration
with peers. Results of the study demonstrate that the HPL framework
provides a powerful structure for creating and assessing environments
conducive to the work of prospective professionals..
View
Full ArticleBios
Sharon Dole
Western Carolina University
Cullowhee, North Carolina, USA
dole@email.wcu.edu
As an Associate Professor of Special Education at Western Carolina University in the Department of Human Services, I am program director and also teach courses in special and gifted education. I earned my Ph.D. in special education from the University of Georgia, focusing on learning disabilities, gifted education, and assessment. In 2008 I received the Jay M. Robinson e-Teaching Award and in 2007 I received an Engaged Teaching Award. My research interests include online teaching and learning and creativity. A colleague and I recently received a scholarship of application grant to assist Asheville City Schools in identifying reasons why African American students are underrepresented in the school systems’ gifted programs.
Lisa Bloom
Western Carolina University
Cullowhee, North Carolina, USA
bloom@email.wcu.edu
I have enjoyed teaching at Western Carolina University for twenty years.
I earned my Ed.D. from West Virginia University in 1989. I teach in
the areas of special education and gifted education. My current research
interests include classroom management, creativity, and online teaching
and learning. I recently published a text book, Classroom Management:
Creating Positive Outcomes for All Learners.
I enjoy spending time in K-12 classrooms, working with teachers and
developing online learning materials. I recently received Western Carolina
University’s Engaged Teaching award.