A guide to authentic E-learning by Jan Herrington; Thomas C Reeves; Ron Oliver

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By Jan Herrington; Thomas C Reeves; Ron Oliver

'A advisor to real e-Learning' offers the instruments to use e-learning rules throughout a number disciplines, with useful tips on layout, improvement, implementation and evaluate. It comprises case reports and develops the conceptual framework for genuine studying projects in on-line environments. desk OF CONTENTS -- what's genuine e-learning? -- genuine e-learning initiatives -- what's now not actual e-learning? -- How learn does actual e-learning have to be? -- real e-learning and the conative studying area -- Designing and generating real e-learning classes -- evaluate of actual e-learning -- comparing actual e-learning classes -- getting to know real e-learning

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Which ones worked? Which ones didn’t work? What would you do differently next time? . ” (p. 72). This What is Authentic e-Learning? ’s (1985) second stage of Attending to feelings, and this approach can support effective metacognitive reflection on performance. Chee (1995) described a computer-based multimedia project designed using elements of situated learning. The program aimed to teach students an object-oriented programming language entitled Smalltalk. In order to promote reflection, a Reflect button could be selected by students.

Meyer (1992) drew a useful distinction between the two by pointing out that while performance assessment focuses on the student response that is to be examined, authentic assessment, while referring to the performance, focuses on the context in which the response is performed. Meyer noted that in using this framework, “it is difficult to imagine an authentic assessment which would not also be a performance assessment” (p. 40). What is Authentic e-Learning? 39 Two frequently cited criticisms of authentic assessment (Reeves & Okey, 1996) are that authentic assessment does not allow easy comparisons among students, and it does not provide information about generalisability to other contexts.

Avoiding Oversimplification of Context Teachers and designers of e-learning courses are often tempted to design learning sites that simplify learning by breaking up complex processes and ideas into step-by-step sequences. Indeed, these approaches align with the systems model of instructional design, which specifies that the instructional sequence should progress from simple to complex (Gagné, 20 A Guide to Authentic e-Learning Briggs, & Wager, 1992). However, the tendency to simplify complex cases and situations, particularly in initial instruction, can only serve to impede the later acquisition of more complex understandings (Spiro, Feltovich, Jacobson, & Coulson, 1991b).

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