Fasso, Wendy, Knight, Cecily, and Knight, Bruce Allen (2013) A design framework for enhancing on-line learning. In: Boyle, Christopher, (ed.) Student Learning: improving practice. Education in a Competitive and Globalizing World . Nova Science Publishers, New York, NY, USA, pp. 59-77.

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Abstract

This chapter proposes a holistic online course design framework that is drawn from theory and empirical research-based principles. This framework is aimed at assuring pedagogical consistency in course design at higher education level and facilitation that maximises the potential of contemporary technology for student learning. It is organised into complementary and often overlapping principles about learning that are drawn from published research. The principles discussed in this chapter included: learning occuring within a community of practice; learning is learner-centred; learning is flexible and based on individual needs; learning is resource-based, and technology-mediated; learning is both individual, and networked; learning is demonstrated when new, and valued knowledge is created; learning is cognitive, affective, social and sensory-motor; learning is best supported through constructive alignment of assessment, curriculum and pedagogy; and learning is best when activities are purposeful and aligned with assessment.

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