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Information Science, Education, general, including:, *pedagogy
This chapter explores the insights gained by a group of teachers from their lived experience as eLearners participating in a blended module on Designing eLearning. An understanding of the student perspective on online learning was obtained but we were also able to reflect on our participation in the module on the basis of our other roles; as teachers and potential eTutors and as course designers. As a result, important considerations were identified for the design and facilitation of online courses. These include; the support provided to online learners, particularly over the first few weeks, appropriate assessment methods, facilitation of online collaboration, access to the Internet, time management and contextualising and scaffolding learning activities. Some issues relating to implementation of effective eLearning in Higher Education Institutions were also considered. Our lived experience as eLearners was invaluable to our development as eTutors and module designers and this approach is strongly recommended to achieve effective learning on how to be an effective online tutor and facilitator and how to design and develop online programmes and activities that make full use of the strengths of online learning.
Cunningham, T., McDonnell, C., McIntyre, B. & McKenna, T. (2008). A Reflection on Teachers’ Experience as E-Learners. In R. Donnelly and F. Mc Sweeney (Eds), Applied E-Learning and E-Teaching in Higher Education (pp. 78-105). Pennsylvania, USA: Information Science Reference.