Abstract:
This paper examines constructivist teaching strategies employed in a distance degree program in child development at a university in the western United States. Students are required to have an existing associate of arts or associate of science degree to enter the program, highlighting the importance of meeting the needs of non-traditional aged students and the shared responsibilities of teachers and learners in a successful program. Beliefs about constructivist teaching include 1) learning is a social activity, 2) active, hands-on experiences allow students to construct meaning, 3) timely, thoughtful feedback is essential to student learning, and 4) a variety of assessment strategies allow students to demonstrate what they know and what they can do. Teaching strategies are tied to each belief statement. These include the use of video and audio clips, online chat sessions for guest speakers and class presentations, online office hours and advising sessions, reflective journaling, threaded discussions, virtual field trips, and group projects. Ethical standards are discussed in relation to online submissions of papers, quizzes, videotapes, and distance supervision of internships including background checks. The department's electronic portfolio assessment program provides the framework for the students to demonstrate their competencies and skills.
Keywords:
active, learning, online courses
 Download Article | [ ] | 72 kB |
