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On-Line Course Curricula and Interactional Strategies: The Foundations and Extensions to Adult e-Learning Communities

Dr. Christopher A. Chaves [], Adjunct Professor,
The University of New Mexico [], College of Education,
Department of Organizational Learning and Instructional Technology,
Albuquerque, NM, 505-720-9534


The purpose of this article is to provide researchers and, in particular, practitioner-scholars of e-learning curricular designs and instructors with one conceptual model that supports more involvement and interaction within on-line courses.  The On-line Curriculum Interaction Model posited by the author is informed by the foundational philosophical, theoretical, research-based results, and professional experience (i.e., Blackboard, WebCT, eCollege) about on-line learning and interactional strategies designed to create community and better transfer of learning among adult learners.  Specifically, four levels of interaction stages are explored to describe ascending levels of interaction including initial course content (academic) involvement, student-peer interaction, and instructor-student interaction within various on-line learning community e-contexts, for workplace application.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, interaction, learning management system, LMS,

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