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	<seo title="eLearning wiki: Course structure" titlemode="append" keywords="course structure, linear course structures, cyclical course structures, problem-based course structures, collaborative course structures, active learning course structure, adaptive course structures, competency based learning, inquiry based learning, mastery learning, networked learning, pointillist learning" description="Select from a variety of course structures beyond the traditional linear approach"></seo>		<seo title="eLearning wiki: Course structure" titlemode="append" keywords="course structure, linear course structures, cyclical course structures, problem-based course structures, collaborative course structures, active learning course structure, adaptive course structures, competency based learning, inquiry based learning, mastery learning, networked learning, pointillist learning" description="Select from a variety of course structures beyond the traditional linear approach"></seo>
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	==Collaborative learning==		==Collaborative learning==
	[[Image:CollaborativeStructure.png\|thumb\|350px\|<center>''6. Collaborative learning''</center>]]		[[Image:CollaborativeStructure.png\|thumb\|350px\|<center>''6. Collaborative learning''</center>]]

Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:50Z

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en>Thomas Eyre: Fixed images and links

2018-06-19T01:36:37Z

Fixed images and links

← Older revision		Revision as of 01:36, 19 June 2018
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	==Introduction==		==Introduction==
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	Teaching can be accomplished in a number of ways, as discussed elsewhere in this heuristic; course structures, also referred to as pedagogical models, describe these "ways of teaching" from a high level perspective. The models can be thought of as the underlying framework or architecture we utilize as we build a course. Some models arise out of learning theory while others are practice-based. All have their strengths and all can exist together within a single course. The use of structural models is closely tied to [[~~Learning theories~~ \| theories of learning]] and one's [[~~Personal philosophy of teaching and learning~~ \| philosophy of teaching and learning]]; we recommend you visit or revisit those articles in conjunction with this one.		Teaching can be accomplished in a number of ways, as discussed elsewhere in this heuristic; course structures, also referred to as pedagogical models, describe these "ways of teaching" from a high level perspective. The models can be thought of as the underlying framework or architecture we utilize as we build a course. Some models arise out of learning theory while others are practice-based. All have their strengths and all can exist together within a single course. The use of structural models is closely tied to [[ELearning/Foundations/Learning_theories \| theories of learning]] and one's [[ELearning/Foundations/Personal_philosophy_of_teaching_and_learning \| philosophy of teaching and learning]]; we recommend you visit or revisit those articles in conjunction with this one.
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	Here we briefly review sevenstructural models:		Here we briefly review sevenstructural models:
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	An active approach to learning minimizes lecture in favor of in-class activities, often done in teams, sets of online exercises, and reading. Think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive.		An active approach to learning minimizes lecture in favor of in-class activities, often done in teams, sets of online exercises, and reading. Think of active learning as an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive.
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	Students and their learning needs are at the center of active learning. There are many teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many, including improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. Refer to [[ ~~Learning activities Part 3: Engagement, Practice, and~~ Application \| Learning activities Part 3]] for a full list of possibilities.		Students and their learning needs are at the center of active learning. There are many teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. The benefits to using such activities are many, including improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. Refer to [[ELearning/Course_design/Learning_activities/Application \| Learning activities Part 3]] for a full list of possibilities.
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	A 2014 study (Perez-Pena, 2014) demonstrated that active learning raised average test scores more than 3 percentage points overall, and more than 6 percentage points for black and first-generation college students. Another (Gregory et al., 2016) demonstrated that high school teachers using high-level analysis and inquiry learning activities experienced significantly fewer discipline problems with black students. Student surveys showed that those participating in active classes were far more likely to have done the reading, spent more hours on the work, and participated more in class, and were more likely to view the class as a community. Active learning has also been found to benefit learners with ADHD tendencies (Friedman, 2014).		A 2014 study (Perez-Pena, 2014) demonstrated that active learning raised average test scores more than 3 percentage points overall, and more than 6 percentage points for black and first-generation college students. Another (Gregory et al., 2016) demonstrated that high school teachers using high-level analysis and inquiry learning activities experienced significantly fewer discipline problems with black students. Student surveys showed that those participating in active classes were far more likely to have done the reading, spent more hours on the work, and participated more in class, and were more likely to view the class as a community. Active learning has also been found to benefit learners with ADHD tendencies (Friedman, 2014).
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	[[#top]]		[[#top]]

	&uArr; [[Instructional strategies \| Up to Instructional strategies]]		&uArr; [[ELearning/Course_design/Instructional strategies \| Up to Instructional strategies]]

	&uArr; &uArr; [[Course ~~planning~~ \| Up to Course planning]]		&uArr; &uArr; [[ELearning/Course design \| Up to Course planning]]

	&uArr; &uArr; &uArr; [[Course development \| Up to Course development]]		&uArr; &uArr; &uArr; [[ELearning/Course development \| Up to Course development]]

	&uArr; &uArr; &uArr; &uArr; [[~~Home~~ \| Up to Home]]		&uArr; &uArr; &uArr; &uArr; [[ELearning \| Up to Home]]

en>Thomas Eyre: 1 revision imported

2018-06-18T19:09:20Z

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en>Klwilcoxon: /* Collaborative learning */

2017-12-26T23:13:36Z

Collaborative learning

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ELearning/Course design/Course structure - Revision history

Thomas.Eyre: Removed TOC

Thomas.Eyre: 3 revisions imported

en>Thomas Eyre: Fixed images and links

en>Thomas Eyre: 1 revision imported

en>Klwilcoxon: /* Collaborative learning */