A participatory pedagogical model for online distance learning: Ideation and implementation

Cecilia Goria*, Angelos Konstantinidis

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    1 Citation (Scopus)
    72 Downloads (Pure)

    Abstract

    In spite of its increasing popularity, distance education faces challenges – levels of digital literacy, access to technology, workload and time management, students’ feelings of isolation and disconnection – that can have a significant impact on the experience of the learners. In addressing these issues, we propose a pedagogical model for distance learning which promotes the synergy of eight ingredients – Community, Openness, Multimodality, Participation, Personalisation, Learning, Experience, Technological-Enhancement, with their initial letters generating the acronym COMP-PLETE – for the shaping of a highly participatory online learning experience and the creation of an active and cohesive community characterised by a strong sense of commitment towards the learning of the individuals and that of the group. This paper presents the theoretical rationale for and implementation of COMP-PLETE. It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.

    Original languageEnglish
    Pages (from-to)145-161
    Number of pages17
    JournalTurkish Online Journal of Distance Education
    Volume24
    Issue number1
    DOIs
    Publication statusPublished - 2023

    Keywords

    • Distance education
    • Higher education
    • Online community.
    • Online learning
    • Pedagogical model

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