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By Manuela Repetto, Guglielmo Trentin

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To provide the described multidimensional scaffolding, faculty trainers should be expert instructional designers who master the main heuristics and best practices for the design of WEL processes, as well as the know-how to use the main resources, models and tools which could support unskilled teachers in the design process. In addition, WEL approaches should be learnt firsthand, so faculty training should include active and collaborative online activities, such as case study, problem-solving, learning-by-designing, etc.

Here we propose a taxonomy of teaching models adopted by teachers in an LMS environment. We identify online teaching models from the set of teaching methods used by a teacher in one or more WEL courses. While there is, theoretically, a wide variety of teaching models, for the framework we first distinguish between teaching models on the basis of the dominant teaching method used. For example, a lecture-based teaching model means that most of the Stefano Renzi and Jane E. Klobas 30 teaching methods adopted by a teacher are based on the lecture or try to reproduce, in an online environment, the lecture teaching method adopted face-to-face in the classroom.

And Renzi, S. (2000). Selecting software and services for Web-based teaching and learning. In A. K. ), Web-based learning and teaching technologies: opportunities and challenges (pp. 43-59). Hershey, PA: Idea Group Publishing. Klobas, J. , and Renzi, S. (2003). Integrating online educational activities in traditional courses: University-wide lessons after three years. In A. K. ), Web-based education: learning from experience (pp. 415-439). Hershey, PA: Information Science Publishing. Klobas, J.

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