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1.
Michalinos Zembylas 《Distance Education》2008,29(1):71-87
The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year‐long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion discourses are used by learners, what role they play in online learning, and how they change over a one‐year period (if they do so). The findings of this study provide three insights: (1) they show how adult learners (who also happen to be novice online learners) respond emotionally and talk about their emotions in relation to online learning; (2) they call attention to the ways in which emotion talk changes from the beginning of the course to the end, always in response to specific demands and dimensions of online learning; and (3) they reveal the differential emotional responses between men and women in relation to their social and gender roles and responsibilities. Empirical and policy implications of this study are discussed at the end. 相似文献
2.
Kun Huang 《The American journal of distance education》2018,32(3):177-189
ABSTRACTMuch is known about help seeking in face-to-face classrooms, but there is a limited understanding about how learners seek and provide help online. This study implemented a peer-help forum in an online technology course, and investigated students’ engagement in the forum, their perceptions, and the relationship between peer help and course performance. The findings suggested that students actively engaged in the peer help beyond the course requirements. Emerging themes are presented regarding the students’ online help-seeking and help-giving behaviors and their perceptions. In addition, help seeking was not significantly related to performance, but a significant interaction effect suggested that help seeking benefited the performance of a subgroup of the students – those who provided less help. 相似文献
3.
This study explored student‐led facilitation strategies used to overcome the challenges of instructor‐dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions. It presents a series of cases of students’ facilitation strategies and using qualitative data analysis of discussion threads within the naturalistic inquiry framework, identifies three facilitation strategies: inspirational; practice‐oriented; and highly structured. The study shows that these facilitation strategies generated innovative ideas, motivated students to participate, and provided a risk‐free and relaxed atmosphere for participation. 相似文献
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Du Jianxia Fan Xitao Xu Jianzhong Wang Chuang Sun Li Liu Fangtong 《Educational technology research and development : ETR & D》2019,67(4):767-791
Educational technology research and development - This study examines factors related to student self-efficacy beliefs in on-line groupwork. Participants in this study were 204 graduate students... 相似文献
6.
The purpose of this study is to uncover factors that affect participation in online classes from the student’s perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes. 相似文献
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This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces. 相似文献
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Benjamin Kehrwald 《Distance Education》2008,29(1):89-106
This article reports on key aspects of a theory generative study into social presence in text‐based online learning environments. The focus of the article is the nature of social presence as experienced by online learners in those environments. Employing a collective case study design, the study accessed online learners’ experience‐based heuristic knowledge through a multi‐phase dialogical process which functioned as an extended interview. Among the key findings was (a) a definition of social presence drawn from learners’ experiences; (b) explication of the nature of social presence in online learning environments; (c) suggestions for the creation and sustenance of social presence in those environments; and (d) support for a relational view of social presence which emphasizes human agency in mediated social processes and foreshadows a role for social presence as a critical element of online learning environments. 相似文献
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Jie Xiong 《Educational gerontology》2019,45(2):82-93
With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults’ learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content analysis method, this study identifies six types of learning motivations of older adults in MOOCs: solving problems, acquiring knowledge, improving cognition, seeking fun, benefiting others, and social contact, among which improving cognition is unique to older adults. Based on the above classification, we found that the learning motivations among older adults vary with age and gender. The findings enrich the theories of education for older adults and of learning motivation, and can be used to improve the design of MOOCs for older adults. 相似文献
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Fatma Betül Kurnaz Esin Ergün Hale Ilgaz 《Education and Information Technologies》2018,23(4):1719-1736
This study aimed to develop a rubric to assess participation of students in online discussion environments. For this purpose, the study included 168 students who participated in a course offered online during the spring semester of the 2015–2016 academic year. Developed based on the literature, the rubric consists of two parts (Form and Content, and Number and Density) and seven criteria in total. “Form and Content” consists of congruity of the message in terms of subject, clarity of the message, original value of the message, interactional value of the message, and directing the subject; whereas, “Number and Density” consists of the number of messages and their density. Four different discussion subjects were presented to the students in an online discussion environment. The researchers analyzed the students’ messages individually. Exploratory Factor Analysis was performed in order to obtain evidence for construct validity. After conducting the factor analysis, results showed that the first dimension, which is “form and content” sub-factor, is unidimensional. The “number and density” sub-factor was included in the graded scoring key based on the literature and expert opinion. The findings show that the graded scoring key is reliable and valid. 相似文献
11.
Amber N. Warren 《Teaching Education》2019,30(1):69-85
This study presents an investigation of teachers’ beliefs about working with English learners, as constructed in online class discussions. Using conversation and discourse analysis from a discursive psychology (DP) perspective, analysis focuses on the discursive production of beliefs and the social actions achieved by this production in interaction. By orienting to teachers’ beliefs as interactionally emergent phenomena, findings highlight the ways that teachers account for their belief claims and the ways that teachers’ statements of belief work to perform certain social functions within the forum itself, including affiliation and disagreement. Implications for teacher education and for the potential of DP to contribute to research on teachers’ beliefs are discussed. 相似文献
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Chang Ching-Yi Panjaburee Patcharin Lin Hui-Chen Lai Chiu-Lin Hwang Gwo-Haur 《Educational technology research and development : ETR & D》2022,70(1):185-204
Educational technology research and development - Fostering students’ abilities to deal with practical problems is an important objective of professional training. To enable students to have... 相似文献
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Kathryn Roulston Elizabeth Pope Trena Paulus Kathleen deMarrais 《The American journal of distance education》2018,32(3):190-201
ABSTRACTThis paper reports findings from a 2-year study of online coursework in a graduate certificate program in qualitative research methods in the USA. Thirty-four interviews with students enrolled in coursework offered over a 2-year period were analyzed to explore their perceptions of engagement with the course content and one another. Findings are related to student perceptions of their learning to (1) value the course design and structure, (2) make authentic connections in the absence of physical proximity, and (3) appreciate feedback from others.These themes are considered in light of principles of qualitative pedagogy outlined by scholars of qualitative methods, and the community of inquiry (CoI) model, in which social, cognitive, and teacher presence support student learning. Findings provide insight into the processes by which students’ engagement with course content and interactions with instructor and peers contribute to the development of a CoI involving cognitive, social, and teacher presence. Although the learning context described in this study pertains to teaching graduate-level qualitative research methods, findings are relevant to teachers of other subject areas. 相似文献
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Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed. 相似文献
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Claire de la Varre Matthew J. Irvin Adam W. Jordan Wallace H. Hannum Thomas W. Farmer 《Distance Education》2014,35(3):324-344
Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students who dropped the course were asked to provide an email statement detailing their reasons for doing so. On-site facilitators—local staff members situated in the small rural schools where students were enrolled—also provided reasons whenever one of their students dropped the course. Results indicate that the reasons given by students and on-site facilitators for dropping the course often agreed, and tended to fall within the following five categories: scheduling and time constraints, academic rigor and motivation, technology problems, problems with online medium and lack of teacher immediacy, and parental influences. 相似文献
16.
Media reports frequently frame youth as foolish but also uniquely vulnerable when it comes to social media. However, adult framings of teen online activities and teens’ reported experiences regularly differ due to the privileging of adult concerns. In this paper, we take a youth-centered approach to teen online activities exploring the constitutive processes of social media and the micro-, meso-, and macro-level discourses associated with youth social media use. Through in-depth interviews with 55 culturally and socio-economically diverse young people, we examine the contradictions and tensions that organize teens’ experiences online, as well as the discursive resources they draw on to navigate online life. Our research showcases a multi-level discursive analysis that enables scholars to see how discourses intertwine to organize communication online, foregrounding theoretical implications about how young people resist and reify certain discourses about social media, as well as how identity and imagined audiences are maintained online. 相似文献
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This paper presents a case study of a blended programme for adults and discusses findings from a mixed‐methods investigative study of learners’ and tutors’ experiences of the programme. The programme employs a set of flexible online resources, which are activity‐based and designed to provide choice in study routes and modes of learning. Our research has identified four main strategies used by learners when working with these resources: universalists, butterflies, changelings, and minimalists. We discuss these strategies and consider the value learners feel they have gained from the flexible programme. The strategies identified have implications for course designers and facilitators, requiring an increased emphasis on the course process over course content, and support for the development of learners’ confidence. Wie erfahrene Anfänger flexible Online‐Mittel in einem Vermischten Programm benutzen Dieses Papier präsentiert als Fallstudie ein gemischtes Programm für Erwachsene und bespricht die Ergebnisse einer mit gemischten Methoden durchgeführten Studie und die Erfahrungen von Anfängern und Tutoren mit diesem Programm. Das Programm verwendet eine Reihe auf Selbsttätigkeit beruhender flexibler Online‐Mittel, die die Wahl der Studienwege und Lernweisen unterstützen sollen. Unsere Forschung hat vier von Anfängern verwendete Hauptstrategien identifiziert, die mit diesen Mitteln arbeiteten: Universalisten, “Schmetterlinge”, Wechsler, und Minimalisten. Wir besprechen diese Strategien und prüfen, was die Anfänger unserer Meinung nach von der Nutzung dieser flexiblen Programme glauben gewonnen zu haben. Die identifizierten Strategien haben als Implikationen für Kurs‐Entwickler und Vermittler eine vergrößerte Betonung auf den Kurs‐Prozess über den Kurs‐Inhalt zu legen und die Entwicklung von Selbstvertrauen der Anfänger zu unterstützen. Les apprenants adultes et l’utilisation des ressources en ligne « souples » dans le cadre d’un programme mixte Cet article présente une étude de cas, celle d’un programme mixte destiné aux adultes et examine les résultats d’une étude approfondie des expériences vécues par les étudiants et les tuteurs au cours de ce programme, menée en mélangeant plusieurs méthodes. Ce programme a recours à un ensemble de ressources souples en ligne, qui sont fondées sur des activités et conçues pour fournir des choix d’itinéraires d’étude et de modes d’apprentissage. Notre recherche a identifié quatre stratégies principales utilisées par les apprenants lorsqu’ils travaillent avec ces ressources: les universalistes, les papillons, les mutants et les minimalistes. Nous comparons ces stratégies et examinons quelle valeur les apprenants pensent avoir retirée du programme souple. Les stratégies identifiées ont des implications pour les concepteurs et facilitateurs des cours car elle demandent que l’on porte une attention plus grande au processus du cours plutôt qu’au contenu et qu’on soutienne le développement de la confiance des apprenants. Los alumnos adultos y el uso de los recursos en línea flexibles dentro de un programa mixto Este artículo presenta el estudio de caso de un programa mixto para adultos y examina los resultados de un estudio y investigación (llevado a cabo a través de un abordaje plurimetodólogico) de las experiencias vividas por los alumnos y tutores del programa. Este programa utiliza un conjunto de recursos flexibles en línea que son basados en actividades y diseñados para ofrecer alternativas en la elección de los itinerarios de estudio y los modos de aprendizaje. Nuestra investigación ha identificado cuatro estrategias principales utilizadas por los alumnos cuando están trabajando con esos recursos: los universalistas, las mariposas, los mutantes y los minimalistas. Discutimos de esas estrategias y examinamos el valor que los alumnos piensan que han sacado del programa flexible. Las estrategias identificadas conllevan consecuencias para los diseñadores y facilitadores de cursos como la necesidad de mayor énfasis en el proceso del curso (más que en el contenido propio) y al mismo tiempo un apoyo para el desarrollo de la confianza de los alumnos. 相似文献
18.
Christine E. Wade Bruce A. Cameron Kari Morgan Karen C. Williams 《Distance Education》2011,32(3):383-396
Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students. 相似文献
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In this review, we present an argument for the need to support young adult’s civic engagement and we explore the role of online games in supporting such engagement. In doing so, in the first section of the paper, we offer a definition for civic education and citizenship alongside a discussion for the pedagogical frameworks that better support young adults’ development of related skills. Following that, we synthesize existing research findings on the role of online games in supporting young adults’ civic engagement. Based on the outcomes of this review, in the last section of the paper, we offer a set of game design principles alongside suggestions for pedagogical approaches and organization of learning environments that have the potential to maximize young adults’ civic engagement. 相似文献