Interactive audio classrooms: key principles for effective practice

Issue title: Distance Education

Guest editors: Daniel D. BarronEditor

Article type: Research Article

Authors: Burge, Elizabeth J.^a | Snow, Judith E.^b

Affiliations: [a] Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, Ont. M5S 1V6, Canada | [b] Erindale College, University of Toronto, Mississauga, Onto L5L 1C6, Canada

Abstract: Audio-conferenced courses at the masters degree level require careful planning that combines attention to detail and flexibility. The Ontario Institute for Studies in Education functions as the Graduate School of Education of the University of Toronto and has conducted audio-conferenced courses at the graduate level since 1982. This extent of experience has enabled the authors to synthesize and integrate course evaluation results and their own experience as a learning designer and as a librarian into five key principles for course design and implementation. These principles emerge from a learner-centered view and are intended to facilitate productive and enjoyable learning processes.

DOI: 10.3233/EFI-1990-8402

Journal: Education for Information, vol. 8, no. 4, pp. 299-312, 1990