From page turning to deep learning: a case history of four years of continual development of an ICT course

As online delivery becomes more widely adopted in higher education, a proliferation of courses have developed that represent transitions of print-based resources into Web-based delivery formats. In many cases, traditional linear and directive pedagogy is reproduced in the online medium. Such approaches to teaching and learning, and to curriculum inevitably lead to linear and directive online course structures. This paper describes an action research undertaking conducted over a four year period which transformed an online computer course aimed at pre-service teacher education students from a linear, directive format into a non-linear and self-directive format. Constructivism, as well as experiential and reflective learning informed the process.