期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：5066-5082
DOI：10.9756/INT-JECSE/V14I3.668
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This paper directs the way for the framework towards integrated online learning paradigm to enquire comprehensively on the learning phenomenon in online environment and the ways to improve the learning experience. We argue that factors such as engagement between student-teacher, student-student and student -content;, course design and structure, learner's personal attributes like critical thinking and self-regulation, extrinsic and intrinsic motivation of teacher and student, technological compatibility with online tools and interfaces affect learning in online environment and they must be conceptualized in relational terms. Influential theories, including cognitive theories of multimedia learning, connectivism approaches, constructivism outlook, social learning theories, self-determination theory and self-regulation theory is reviewed in the context of online learning environment and online learning outcomes. Implications for online education and online learning practices are examined in the view of these theoretical constructs and paradigms.
