Asiaspecific Scaffolding Needs in Grounded Design eLearning empirical

The Use of e-Learning Technologies was surveyed in 15 Regions across Asia O O

Uses of e-Learning Technologies synchronous or asynchronous cooperative or collaborative with or without Structure

The Theory of Transactional Distance less (1) S- DAdded Transactional (2) S+ Distance (3)

Four-Stage Course for Learning Critical Thinking Skills STAGE CHARACTERISTICS 1 : Self-introduction, share prior

Group Learning Mode, and Media Choice Stage 4 Cooperative Synchronous Stage 3 Collaborative Asynchronous

In Asia, institutions, teachers, the students, and the employers have all asserted that they

It is well known that students find the asynchronous collaborative learning in a group

The Added Structure for Stage 2 and Stage 3 By the course / institution

In conclusion, the uses of e-learning technologies in Open and Distance Education in Asia

Thank you for further details, please email : kawachi@open-ed. net

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Asia-specific Scaffolding Needs in Grounded Design e-Learning : empirical comparisons among several institutions Paul KAWACHI Open Education Network kawachi@open-ed. net

The Use of e-Learning Technologies was surveyed in 15 Regions across Asia O O O O OO O

Uses of e-Learning Technologies synchronous or asynchronous cooperative or collaborative with or without Structure Dialogue Structure and Dialogue as defined by Moore ‘s (1993) Theory of Transactional Distance In D Keegan (Ed. ), Theoretical Principles of Distance Education (pp. 22 -38). London : Routledge.

The Theory of Transactional Distance less (1) S- DAdded Transactional (2) S+ Distance (3) S+ Structure (4) S- Added DD+ Dialogue D+

Four-Stage Course for Learning Critical Thinking Skills STAGE CHARACTERISTICS 1 : Self-introduction, share prior experience and knowledge, brainstorming 2 : Theorize, develop metaphor, creative and lateral thinking 3 : Guided exploration of alternative theories, hypotheses testing, vertical thinking 4 : Test out a new way, experiential, widen repertoire, make public or practical theory chosen from Stage 3

Group Learning Mode, and Media Choice Stage 4 Cooperative Synchronous Stage 3 Collaborative Asynchronous Stage 1 Cooperative Synchronous Stage 2 Collaborative Asynchronous

In Asia, institutions, teachers, the students, and the employers have all asserted that they would like less theory and less Structure, and instead more Dialogue - to make the learning more fitting to their purpose in practice, this means moving Stage 1 » » » Stage 4 and omitting Stage 2 and Stage 3 which focus on theory, questioning the text / teacher, and alternatives.

It is well known that students find the asynchronous collaborative learning in a group difficult to navigate. Some scaffolding support can be introduced. This should be Added Structure.

The Added Structure for Stage 2 and Stage 3 By the course / institution By the online tutor Setting a collaborative task such as students designing a multimedia learning unit Purposively initiating the intrinsic motivations to learn in each student

In conclusion, the uses of e-learning technologies in Open and Distance Education in Asia are different from those in the West

Thank you for further details, please email : kawachi@open-ed. net