There are many influences on the model. As a starting point the model embraces the “seven principles of good practice in undergraduate education” as outlined by Chickering and Gamson (1987)1 At the heart of this teaching model is the use of an online synchronous classroom using web conferencing software, supported by a community orientated learning ethos that utilizes Web 2.0 technology. The underlying theory that drives the model is what can be described as constructo-connectivism, where formal learning activities are driven by a constructivist approach to teaching and learning, whilst a connectivist approach is taken in utilizing web 2.0 technology to facilitate the informal learning that occurs in the learning network and the acquisition of personal knowledge management skills which are invaluable in the digital era of the twenty first century.
To reflect the nature of this teaching model it has subsequently been named as the Synchronous Community Orientated Reflective and Experiential 2.0 model (SCORE 2.0). Conceptually the model is aligned with Race's 'ripples' model of learning2 . The online synchronous classroom is at the core and is the catalyst to drive the learning. This is where the motivation (the want) is created and reinforced. From here learners participate in intersession tasks (the doing) and then go on to consider what they have learnt through further discussion in a learning network and through posting entries to a reflective blog (the digesting). Throughout the whole process due to the nature of web 2.0 technologies there is opportunity for teacher-student interaction and student-student interaction (the feedback). Note also that the online synchronous class itself is a microcosm of this model of learning. Guiding and shaping the teaching and learning strategy is the community of inquiry model by Garrison and Anderson (2003)3 with the important emphasis on teaching presence, social presence and cognitive presence.
1. Chickering, Arthur and Stephen C. Ehrmann (1996) Implementing the Seven Principles: Technology as Lever AAHE Bulletin, October, pp. 3-6.2. Race, P. (2001) The lecturer's toolkit - A practical guide to learning, teaching and assessment (Second edition)