Models
The uses of models, systems, patterns, or structures are useful as examples when constructing new Web-based learning environments. A model is a "thing considered as a standard of excellence to be imitated." The following are a few examples of models that define some of the key characteristics of distance learning. They are potential tools for developing your Web-based course module.
ACCEL Model
Interactive distance learning is likely to evolve rapidly over the next decade. For now, some of its key characteristics can be summarized in the ACCEL Model. (Boettcher, 1995).
Active
Learners participate in a variety of new forms of learning that include thoughtful and engaged activity.
Collaborative
Interactive learning includes and facilitates discussion and exchange among students.
Customized and Accessible
Interactive learning fits the needs and requirements of students in terms of time, career goals, levels of preparation, and learning styles.
Excellent Quality
Courses are designed with a learner-focus, enabling learners to achieve desired goals and objectives. This type of learning generally will include communication with faculty members and other students, and include quick and easy access to high quality instructional resources.
Lifestyle-fitted
Interactive distance learning accommodates lives of students, affording cost-effective educational opportunities anywhere, anytime, and at a reasonable speed.
ACCEL Learning is set within a context of a mentoring relationship among learning communities of faculty and students. The model also assumes access to a rich, information-age library including databases, electronic journal access, and interactive high-quality instructional resources.
ACTIONS Model
Making decisions about which media to include in Web-based courses is sometimes a difficult task. A decision-making model to help in this process is provided in a book by Tony Bates, Technology, Open Learning and Distance Education. The model is called the ACTIONS model.
Access
How accessible is the technology for the students?
Costs
What is the cost structure of the technology?
Teaching and Learning
What kinds of teaching and learning are required for the program goals?
Interactivity and User-friendliness
What kind of interactivity is enabled? How easy is it to use?
Organizational Issues
What are the organizational requirements and barriers to success?
Novelty
How new is this technology?
Speed
How quickly can the courses be developed and delivered?
Class Structure Models
Other models or systems offer faculty examples of class structure that aid in the presentation and application of the teaching and learning process. Students should be aware of the structure of the course units. They will spend less time guessing about what is expected of them and more time focusing on the content. The important thing is to base the system on sound pedagogy that fits the content you are teaching.
ICARE
The ICARE system was developed by the San Diego State University Tools, Templates and Training ITI workshop. "It is a system that structures a learning module to provide clarity of instructional goals and activities. Using a system similar to the ICARE system will help you remember and apply elements of good teaching to your module. Also, it provides a framework that helps students to focus their learning efforts wisely."
Introduction to the unit with objectives and context.
Connect with new information and concepts.
Students can then apply new information.
Reflect provides a place for students to articulate their acquired knowledge.
Extend to enriching activities and evaluation.
APT
APT provides three activity segments for an online course.
Analyze is the section which includes readings associated with each unit.
The exercises are found in the practice section.
Talk is the section where course interactions take place.
LADR
This system uses four segments to provide a structure to online course units.
Lecture provides the introduction of new material.
The application segment provides the space where students can apply what they have learned in the lecture.
Students may teach one another or discuss their ideas on the listserv list in the discussion section.
Reflection provides an opportunity to further think about and apply the unit material to other areas of learning.