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19 Frameworks for Design and Instruction Curtis J. Bonk Indiana University
Vanessa P. Dennen Florida State University
As technological innovations bring about not just another wave of education and training possibilities, but a transformation of higher education as we know it, there is heightened need to research, articulate, share, and harness the principles of effective online pedagogy. What is quite noticeable in all this transformation is that those in the midst of it need frameworks, models, advice, and other guidance related to technology integration, learner motivation, instructor roles, and learner-centered instruction. In response, in this chapter, we provide such Web-based teaching frameworks and discuss the pedagogical strategies and tools instructors can use to exploit the Web more fully.
ONLINE LEARNING FRAMEWORKS Frameworks provide a useful way to examine possibilities. The ones we share here were developed based on a series of research studies (Bonk & King, 1998) and course experiments (e.g., Bonk, 1998; Bonk, Hara, Dennen, Malikowski, & Supplee, 2000). Some of these studies explored the forms of learning assistance and mentoring found in online learning environments (Bonk & Sugar, 1998; Kirkley, Savery, & Grabner-Hagen, 1998) and the structure of online tasks (Dennen, 2000). Others have investigated online case creation and mentoring with preservice teachers (Bonk, Daytner, Daytner, Dennen, & Malikowski, 2001; Bonk, Hara, et al., 2000; Bonk, Malikowski, Angeli, & East, 1998; Bonk, Malikowski, Angeli, & Supplee, 1998). More recently, some of these frameworks and ideas have been tested and expanded in a highly reputable and fastgrowing online MBA program (Liu, Bonk, Magjuka, Lee, & Su, 2005; Su, Bonk, Magjuka, Liu, & Lee, 2005). Using much of this research as a base, we have outlined five Web-based instruction frameworks relating to (1) psychological justification of online learning; (2) participant 233