An Instructional Strategy Framework for Online Learning Environments

By Scott D. Johnson, Steven R. Aragon. 2002

367 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/550f8ad5e7fc4bc09c328f7278e5cd29e69a47e7

How researchers see this paper

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

In Computer Science Applications

1. Fred Paas

In Developmental and Educational Psychology

1. Jacqueline Wong
2. Alison A. Carr-Chelman
3. Geert-Jan Houben
4. Charles M. Reigeluth
5. Fred Paas
6. Dan Davis
7. Martine Baars
8. Tim Van der Zee

In Education

1. Charles M. Reigeluth
2. Alison A. Carr-Chelman
3. Steven R. Aragon
4. Fred Paas
5. Tamara van Gog
6. John Sweller
7. J. V. van Merriënboer
8. Roxana Moreno

Citations in the corpus

• Factors Influencing Completion and Noncompletion of Community College Online Courses (2008, background): “The researcher supports the recommendations of Johnson and Aragon (2003) that instructional designers should examine their traditional perspectives and adopt a philosophy of teaching and learning that is appropriate for online learning.”
• The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning (2010, background): “Student’s individual contributions in the social software environment often triggered reactions by fellow students in form of feedback or challenging comments which are important elements of collaborative and reflective learning (Johnson & Aragon, 2003).”
• Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “Emerging technology constantly expands the possibilities for online learning and continues to fuel the evolution of distance education (Johnson & Aragon, 2003).”
• Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic (2020, background): “Additionally, the interaction between students must be encouraged by proposing collaborative/interactive activities that give them the opportunity to share knowledge and experiences, thus building a sense of community (Johnson and Aragon, 2003; Dixson, 2010).”
• Instructional-Design Theories and Models: Building a Common Knowledge Base. Volume III. (2009, background): “Johnson and Aragon (2003) similarly suggested that the instructor create an initial personal connection through an audio-streamed welcome message; where possible, the use of audio among all members of the class is desirable in order to imbue with emotion what text alone cannot do (Aragon, 2003).”