E-tivities: the key to active online learning

By W. Hannum. 2013

494 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

E-moderating: the key to teaching and learning online (2012, background): “…ground up will ﬁ nd the ﬁ rst three chapters of part one and some of the resources bene ﬁ cial; although for a more detailed and comprehensive guide to creating individual and group online learning activities, the author ’ s other books (Salmon, 2002; Salmon & Jaques, 2007) are worth investigating.”
How do online course design features influence student performance? (2016, unknown): “…and synthesis; provides cognitive supports to learners; and ultimately promotes a deeper understanding of the material (Friesen & Kuskis, 2013; Fulford & Zhang, 1993; Kearsley, 1995; Moore & Kearsley, 1996; Picciano, 2001; Salmon, 2002; 2004; Scardamalia & Bereiter, 2006; Sherry, 1995).”
Transforming Future Teaching through ‘Carpe Diem’ Learning Design (2014, background): “storyboarding [23] and the then new research on the 5-stage model, e-tivities, and e-moderating [20,24–27].”
Designing for Learning in an Open World (2012, background): “11 In addition, Salmon has reproduced a range of suggested e-activities to promote effective online communication (Salmon 2004 ) .”