Theories and Frameworks for Online Education: Seeking an Integrated Model

Authors

  • Anthony G Picciano City University of New York, Hunter College

DOI:

https://doi.org/10.24059/olj.v21i3.1225

Keywords:

Online learning, blended learning, theory, model

Abstract

Abstract

This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated Multimodal Model for Online Education is provided based on pedagogical purpose.  The model attempts to integrate the work of several other major theorists and model builders such as Anderson (2011).

 

Author Biography

Anthony G Picciano, City University of New York, Hunter College

see anthonypicciano.com

References

References

Anderson, T. (2011). The theory and practice of online learning (2nd Edition). Edmonton, AB:

AU Press.

Anderson, T., Rourke, L., Garrison, D.R, and Archer, W. (2001). Assessing social presence in

asynchronous text-based computer conferencing. Journal of Asynchronous Learning

Networks,5(2) Retrieved from:

http://immagic.com/eLibrary/ARCHIVES/GENERAL/ATHAB_CA/Anderson.pdf

Accessed: March 3, 2017.

Atkinson, R. C., & Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. In Spence, K. W., & Spence, J. T. The psychology of learning and motivation (Volume 2). New York: Academic Press. pp. 89–195.

Barabasi, A. L. (2002). Linked: The new science of networks. Cambridge, MA: Perseus

Publishing.

Bloom, B. S. (1956). Taxonomy of educational objectives handbook: Cognitive domains. New

York: David McKay.

Bosch, C. (2016). Promoting Self-Directed Learning through the Implementation of Cooperative

Learning in a Higher Education Blended Learning Environment. Johannesburg, SA:

Doctoral dissertation at North-West University.

Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind experience and

school. Washington, D.C.: National Academy Press/National Research Council. Retrieved

from: http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf

Accesssed: March 5, 2017.

Chomsky, N. (1959). A review of B. F. Skinner’s Verbal Behavior. Language, 35(1), 26-58.

Dewey, J. (1916). Democracy and Education. New York: The Free Press.

Fredericksen, E. (February 4, 2015). Is online education good or bad? And is this really the

right question? The Conversation. Retrieved from: https://theconversation.com/is-online-

education-good-or-bad-and-is-this-really-the-right-question-35949

Accessed: April 22, 2017.

Gagné, R. M. (1977). The conditions of learning. New York: Holt, Rinehart & Winston.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic

Books.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based

environment: Computer conferencing in higher education model. The Internet and Higher

Education, 2(2-3), 87-105.

Garrison, D.R. & Shale, D. (1990). Education at a distance: From issues to practice. Malabar:

FL: Robert E. Krieger.

Gibbons, A. S., & Bunderson, C. V. (2005). Explore, explain, design. In K. K. Leondard (Ed.),

Encyclopedia of Social Measurement (pp. 927–938). New York, NY: Elsevier.

Graham, C. R., Henrie, C. R., & Gibbons, A. S. (2013). Developing models and theory for

blended learning research. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.),

Blended learning: Research perspectives, volume 2. New York, NY: Routledge.

Harasim, L. (2012). Learning theory and online technologies. New York: Routledge/Taylor &

Francis.

Holmberg, B. (1989). Theory and practice of distance education. London: Routledge.

Jonassen, D. (1992). Designing hypertext for learning. In E. Scanlon & T. O’Shea (Eds.), New

directions in educational technology (pp. 123-130). Berlin: Springer-Verlag.

Jung,C. Psychological Types. Original in German. Zurich: Rascher Verlag. (1921). There are a

number of English translations.

Knowles, M.S., Holton, E.F. & Swanson, R.A. The Adult Learner (5th Edition). Houston:

Butteworth- Heineman Publishers, 1998.

Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological type and asynchronous written

dialogue in adult learning. Teachers College Record Volume 107 (8), 1788-1813.

Mayer, R. E. (2009). Multimedia learning (2nd edition). New York: Cambridge University

Press.

Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-

Moore, M. & Kearsley, G. (1996). Distance education: A systems view. New York Wadsworth

Publishing Company.

McLuhan, Marshall (1964) Understanding Media, Routledge, London.

Picciano, A.G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous

Learning Networks, 13 (1). Needham, MA: The Sloan Consortium. pp. 7-18.

Schon, D. (1983). Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Shank, G. (1993). Abductive multiloguing: The semiotic dynamics of navigating the Net. The Arachnet Electronic Journal of Virtual Culture, 1(1). Retrieved from:

http://serials.infomotions.com/aejvc/aejvc-v1n01-shank-abductive.txt Accessed: March 5,

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Paper retrieved from:

http://www.elearnspace.org/Articles/connectivism.htm Accessed: March 5, 2017.

Stephenson, K., (1998). Internal Communication, No. 36: What Knowledge Tears Apart,

Networks Make Whole. Retrieved from http://www.netform.com/html/icf.pdf Accessed:

March 5, 2017.

Wenger, E. & Lave, J. (1991). Situated learning: Legitimate peripheral participation (Learning

in doing: Social, cognitive and computational Perspectives. Cambridge: Cambridge

University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge:

Cambridge University Press.

Willingham, D. (Summer, 2008). What is developmentally appropriate? American Educator, 32

(2), pp. 34-39.

Downloads

Published

2017-09-01

Issue

Section

Section II