Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses |
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| Authors: | Robin Majeski Merrily Stover |
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| Institution: | 1. Erickson School of Aging Studies, University of Maryland , Baltimore, Maryland, USA robinmajeski@verizon.net;3. Department of Gerontology and Social Science , University of Maryland University College , Adelphi, Maryland, USA |
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| Abstract: | Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003
Fink , L. D. ( 2003 ). Creating significant learning experiences: An integrated approach to designing college courses . San Francisco : Jossey Bass . Google Scholar]) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for incorporating these principles into each aspect of the online classroom such as the syllabus and presentation areas (class announcements, lectures, conferences, study groups). Strategies for cultivating connection to promote learning and retention in the online classroom and directions for future research on these pedagogical strategies are proposed. |
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