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Makale Özeti:
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Web-based education is facing a paradigm shift under the rapid development of
information and communication technology. The new paradigm of learning requires
special techniques of course design, special instructional models, and special methods
of evaluation. This paper investigates the effectiveness of an adaptive instructional
strategy for teaching and learning through the Web and blended learning
environments. The central theme of this strategy is that instructional strategies give
instructors and students a conceptual as well as a practical mode of delivery from
which to teach and learn. Considering and applying new instructional strategy can help
instructors to understand the uses of pedagogical content knowledge, as well as to
reflect the role of technological content knowledge that can be adapted and/or
adopted in teaching in all educational levels and environments.
The main objective of this paper was to develop a holonomic instructional strategy for
Web-based and blended learning. This strategy is guided by the non-linear and
interactive features of learning environments. The strategy is consisted of four
dimensions: designing, developing, delving and distributing. In this new instructional
strategy, learning is holonomic and adaptive. Learning occurs in an open learning
environment, in which instructors are designing a shared vision, developing a sharable
e-learning task, delving students’ learning through scaffolding and salvaging students’
knowledge. The expected outcome of this instructional strategy is that each learner
will develop a cognitive schema to be used to organize and construct knowledge and
meaning in similar context of learning which may increase the generalizability,
trustworthiness and transferability of learning. The results of applying this new
strategy showed that this strategy is effective on developing both achievement and
deep learning levels among a sample of graduate students.
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