Participation,interaction and social presence: An exploratory study of collaboration in online peer review groups     

Huahui Zhao  Kirk P. H. Sullivan  Ingmarie Mellenius 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):807-819

A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.  相似文献   

Educational technology: Four decades of research and theory     

Steven M. Ross  Howard Sullivan  Robert D. Tennyson 《Educational technology research and development : ETR & D》1992,40(2):5-7

  相似文献   

Supporting families: a nurturing teacher education strategy in Nauru     

Terence Sullivan  Penelope Serow  Neil Taylor  Emily Angell  Jodana Tarrant  Greg Burnett 《Asia-Pacific Journal of Teacher Education》2017,45(1):39-52

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.  相似文献   

Perspective on the future of computer use in China     

Hailan Chen  Howard J. Sullivan  Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》2002,50(1):92-101

  相似文献   

Editorial: Using the Study of Practice as a Learning Strategy within Mathematics Teacher Education Programs     

Peter Sullivan 《Journal of Mathematics Teacher Education》2002,5(4):289-292

  相似文献   

Technology and Textbooks: The Future     

Stephen L. Baglione  Kevin Sullivan 《The American journal of distance education》2016,30(3):145-155

This article describes two separate studies: a survey of students’ textbook perceptions, purchases, and usage for e-textbooks and print textbooks and a conjoint analysis on e-textbook attributes. Print textbooks were perceived as easier to read, understand, and navigate, whereas e-textbooks were perceived to be cheaper. Students were willing to purchase e-textbooks, although most did not have e-readers. In the conjoint study, price was the most important attribute, followed by access to online study guides, videos, and quizzes and the duration of e-textbook accessibility. The ideal e-textbook was priced at 60% of the print textbook; was accessible for one year; and provided access to online study guides, videos, and quizzes.  相似文献   

Student Feelings of Connection to the Campus and Openness to Diversity and Challenge at a Large Research University: Evidence of Progress?     

Jessica J. Summers  Marilla D. Svinicki  Joanna S. Gorin  Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64

Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella.  相似文献   

Inequalities and the curriculum     

Alice Sullivan  Morag Henderson  Jake Anders  Vanessa Moulton 《牛津教育评论》2018,44(1):1-5

  相似文献   

Introducing Students to Self‐assessment     

Keith Sullivan 《Assessment & Evaluation in Higher Education》1997,22(3):289-305

This study describes the introduction of self‐assessment to third‐year education students as a strategy for improving learning. Students were required to self‐assess a literature review using the marking guide developed by the course lecturer. The results showed a good level of agreement between students and the teacher but with a tendency for more students to overestimate than underestimate their grades. Interviews with students indicated that those who over estimated their grades were less clear about the standard by which to judge their work and looked for more specific guidance on what the lecturer ‘wanted’ than students whose estimates were closer to the lecturer's. The former group also tended to include ‘effort’ as a factor in their judgement. Students who responded more positively to the self‐assessment exercise were also more positive about the value of having a marking guide given out with the assignment. The paper concludes with suggestions for improving the study and some advice to other teachers who are contemplating the introduction of self‐assessment.  相似文献   

“It's Easier to Be Yourself When You Are Invisible”: Female College Students Discuss Their Online Classroom Experiences   总被引：6，自引：0，他引：6  

Patrick Sullivan 《Innovative Higher Education》2002,27(2):129-144

There has been considerable scholarly interest in issues related to gender in the classroom, especially in terms of finding ways in which classrooms might be configured to be more welcoming--and less chilly--to female students. There is some evidence to suggest that the online learning environment may provide educators with opportunities to achieve a more female-friendly classroom, and this study was designed to gather information about that question. 125 female college students who had completed at least one online, college-level class were invited to discuss their experiences learning online. These data show that female college students respond to the online environment in a variety of ways. A small group of students indicated that they did not enjoy learning online, while others expressed mixed feelings. The majority, however, had positive things to say about their online classroom experiences; and of these, a large number identified anonymity as the most important positive aspect of the online learning environment.  相似文献