Cơ sở, cấu trúc và quy trình thiết kế một khóa học online

Các tác giả

  • Diệp Phương Chi Trường Đại học Sư phạm Kỹ thuật Thành phố Hồ Chí Minh

Tóm tắt

In the context of technology development, online learning has become popular with web-based teaching and learning organization, based on applications as well as digital tools, allowing learners to participate in virtual classroom environment, interact with learning content and (possibly) with teachers and other classmates over long distances to achieve learning goals  in accordance with their learning needs. With the document analysis method, the article provides some theoretical basis for designing online learning such as definition, advantages and limitations of online learning, some online learning models, the structure of implementing online teaching in support of dialogue learning and deep learning, some psychological principles in connection with organising online teaching and learning. On that basis, the article proposes the process of developing an effective online course. It is necessary to conduct further research on teachers’ online teaching competencies and the issue of training online teaching competencies for teachers to promote the quality of online teaching and learning.

Tài liệu tham khảo

Aarnio, H., Enqvist, J. (2016). How does teacher education in virtual environments develop professional teacher’s expertise?. In: S.Saari&T.Varis (Eds.), Professional Growth (pp.145-164). Keuruu, Finnland: Otavan kirjapaino.

Atan, H., Azli, N. A., Rahman, Z. A., & Idrus, R. M. (2002). Computers in distance education: gender differences in self‐perceived computer competencies. Journal of Educational Media, 27(3), 123-135.

Bersin, J. (2004). The Blended Learning Book. San Francisco: Pfeiffer.

Bostock, S. J. & Lizhi, W. (2005). Gender in student online discussions. Innovations in Education and Teaching International, 42(1), 73-85.

Buzzetto-More, N. A. (2007): Principles of Effective online Teaching. Informing Science Press, California.

Diệp Phương Chi (2020). Dạy học định hướng hành động - Cơ sở và áp dụng. NXB Đại học Quốc gia TP. Hồ Chí Minh.

Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6), 5.

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction Is not enough. American Journal of Distance Education, 19, 133-148. https://doi.org/10.1207/s15389286ajde1903_2

Ghirardini, B. (2011). E-learning methodologies, a guide for designing and developing E-learning courses. FAO Germany.

Irani, L. (2004). Understanding gender and confidence in CS course culture. SIGCSE Bulletin, 36(1), 195-199.

Lawless, C. (2020). Synchronous vs Asynchronous Learning: Which is Right for Your Learners? online: https://www.learnupon.com/blog/synchronous-learning-asynchronous-learning/ (retrieved: 25.10.2020).

Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco: Jossey-Bass.

Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward E-learning. Computers & Education, 49(4), 1066-1080, https://doi.org/10.1016/j.compedu.2006.01.001

McSporran, M., & Young, S. (2001). Does gender matter in online learning?. ALT-J, 9(2), 3-15.

Moore, M. G. (1993). Theory of transactional distance. In D. Keagan (Ed.), Theoretical principles of distance education (pp. 22-29). New York: Routledge.

Nguyễn Văn Cường, Bernd Meyer (2011). Một số vấn đề về đổi mới phương pháp dạy học ở trường phổ thông. NXB Hà Nội.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco: Jossey-Bass.

Popovic, A., Lindic J., Indihar Stemberger, M., & Jaklic, J. (2005). Web Triad: the Impact of Web Portals on Quality of Institutions of Higher Education - Case Study of Faculty of Economics. University of Ljubljana, Slovenia, Issues in Informing Science and Information Technology, 2, 313-324.

Ruhalahti, S. (2019). Redesigning a Pedagogical Model for Scaffolding Dialogical, Digital and Deep Learning in Vocational Teacher Education. Lapin Yliopisto University of Lapland.

Sacher, M., Sacher, M., & Vaughan, N. (2014). A blended approach to Canadian First Nation Education. Proceedings of International Conference E-learning, Portugal, 21-28.

Sambrook, S. (2003). E-learning in small organisations. Education + Training, 45(8/9), 506-516.

Sharma, S. K., & Kitchens, F. L. (2005). Web Services Architecture for M-Learning. Miller College of Business, Ball State University, USA.

Stern, J. (2020). Introduction to online Teaching and Learning. online: http://www.wlac.edu/online/documents/otl.pdf (retrieved: 12.10.2020).

Vũ Hồng Linh (2018). Lí thuyết kết nối và một số gợi ý vận dụng lí thuyết kết nối trong dạy học. Tạp chí Giáo dục, số đặc biệt tháng 9, 112-114; 106.

Vũ Hữu Đức và cộng sự (2020). Nghiên cứu về phương thức học tập, đào tạo dựa trên công nghệ thông tin (E-learning) trong giáo dục Đại học và đào tạo trực tuyến mở dành cho đại chúng MOOCs (Massive online Open Courses): Kinh nghiệm thế giới và ứng dụng tại Việt Nam. Đề tài Khoa học và công nghệ cấp quốc gia, mã số: KHGD/16-20.

Yamagata-Lynch (2014). Blending online Asynchronous and Synchronous Learning. International Review of Research in Open and Distributed Learning, 15(2), 189-212. https://doi.org/10.19173/irrodl.v15i2.1778

Tải xuống

Đã Xuất bản

15.01.2023

Cách trích dẫn

Diệp , P. C. (2023). Cơ sở, cấu trúc và quy trình thiết kế một khóa học online. Tạp Chí Giáo dục, 22(20), 30–35. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/569

Số

Chuyên mục

Các bài báo