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TLTR Home
Discussion 1
Fostering Interaction, Community, and Participation in an Online
Environment
Discussion 2
Evaluating Student Performance in an Online Environment
Discussion 3
Assessment in an Online Learning Environment
Discussion 4
Overview of Calibrated Peer Review: Online Writing and Evaluation Tool
Discussion 5
Improving Discussion-Oriented Online Instruction
Discussion 6
Creating a Comprehensive Web Site for Majors
Discussion 7
Creating and Using Interactive Learning Strategies in an Online Course
Discussion 8
Promoting Online Collaboration:
Strategies and Risks
Discussion 9
Evaluating Writing in Online Environments
Discussion
Board
Academic
Technologies
Boise
State
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How can faculty
foster participation, interaction, and community in courses taught
online and in courses using web tools to supplement face-to-face
teaching? This question was the focus of the first in a series of
discussions about pedagogical issues arising from teaching with
technology, sponsored by the Teaching and Learning with Technology
Roundtable.
This informal discussion used as
resources the following experienced BSU faculty, each of whom have
incorporated technology extensively into their teaching.
- Ted Singeltary, Elementary Education
and Specialized Studies
- Donna Vikili, Foundations, Technology
and Education
- Pam Springer, Nursing
- David Cox, Instructional and
Performance Technology
- Don Winiecki, Instructional and
Performance Technology
- Tamra Schiappa, Stratigraphy &
Paleontology
Join the conversation about
participation, interaction, and community by logging in to the TLTR
Web Discussion Board.
The following resources related to
fostering participation, interaction, and community were compiled by Tim
Brown, Albertson's Library.
Articles
Chou, Huey-wen; Wang, Yu-fang. Effects of learning style and training method on computer attitude and performance in World Wide Web page design training. Journal of Educational Computing Research v. 21 no3 (1999)
p.325-44. LB1028.5 .J686 Abstract: The present study compared the effects of two training methods on computer attitude and performance in a WWW page design program by a field experiment. Results indicated that the
instruction-based approach outperformed in the skill-based test of WWW page design functions, whereas the
example-based approach reported significantly higher computer attitude. An interaction between personal learning style (decomposed into information perception and information processing) and training condition was reported. Gamas, Warren; Nordquist, Neil. Expanding learning opportunities through
on-line technology. NASSP Bulletin v. 81 (Nov. '97) p.16-22. microfilm Abstract: Some technologies that can serve as alternatives to classroom interaction or as extensions to traditional classroom instruction are discussed.
E-mail and discussion forums are compared and discussed.
Gilbert, Larry; Moore, David R. Building Interactivity into Web Courses: Tools for Social and Instructional Interaction. Educational Technology v38 n3 p29-35 May-Jun 1998. LB1043 .E33
Abstract: Defines social and instructional interaction and outlines key elements influencing the design of adaptive computer-mediated learning. Discusses options for the design of interactivity: Web-based, groupware, programming tools, and hybrid course design programs; proposes a graphical model for choosing design tools balancing interactivity and instructional control in Web-based courses
Hodgson, Pamela. How to teach in cyberspace. Techniques (Association for Career and Technical Education) v. 74 no5 (May 1999) p.
34-6. microfilm
Abstract: A discussion of methods for teaching distance learning courses is presented. Live interaction between teachers and students is a key element of distance learning success, and live chat sessions can be a lively way to learn. A downside to distance learning, however, is that the teacher cannot see when students are confused or bored. A list of Web sites offering information about teaching in distance learning is provided.
LaRose, Robert; Whitten, Pam. Re-thinking instructional immediacy for Web courses: a social cognitive exploration. Communication Education v. 49 no4 (Oct. 2000) p.
320-38. microfilm
Abstract: The present limitations of the Internet medium restrict the teacher immediacy of Web courses and possibly have a negative impact on both affective and cognitive learning. Social cognitive theory was applied to develop a unified construct of instructional immediacy that encompassed teacher, student and computer agency. An exploratory qualitative ethnographic content analysis of three Web courses identified potential indicators of immediacy in Web classrooms and framed recommendations about future research on instructional immediacy and Web course design.
Leasure, A. Renee; Davis, Lisa; Thievon, Susan L. Comparison of student outcomes and preferences in a traditional vs. World Wide
Web-based baccalaureate nursing research course. Journal of Nursing Education v.39 no4 (Apr. 2000)
p.149-54. microfilm
Abstract: The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide
Web-based distance learning technology and traditional pedagogy. Reasons for selecting the Web group section included cost, convenience, and flexibility. Students who reported that they were
self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to
Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings
Oliver, Ron. Exploring strategies for online teaching and learning. Distance Education v. 20 no2 (1999) p.
240-54. LC5808 .A8D57
Abstract: The writer explores design strategies for online learning and offers practical examples demonstrating online activities. Three critical design elements for effective online learning environment include course content, learning activities, and learner supports. In practical terms,
Web-based bulletin boards such as WebURL and WebFAQ can be used to provide flexible content and resources for online learning, while online tools such as RonSUB and WebPOST can provide the basis for learning activities.
Oliver, Ron; Omari, Arshad; Herrington, Jan. Exploring student interactions in collaborative World Wide Web
computer-based learning environments. Journal of Educational Multimedia and Hypermedia v. 7
no2-3
(1998) p. 263-87. LB1028.5 .J618
Abstract: This paper describes a study in which a World Wide Web learning environment was created. A qualitative research method was used to investigate the learning behaviors of
classroom-based students in this instructional setting. Observations of student behaviors provide tacit confirmation of our expectations that such an environment can create an instructional setting which encourages cooperation, reflection, and articulation among students.
Oliver, Ron; Omari, Arshad; Herrington, Jan. Investigating implementation strategies for
WWW-based
learning environments. International Journal of Instructional Media v. 25 no2 ('98) p.
121-38. LB1043 .I574
Abstract: This paper describes a study which sought to investigate the impact of various implementation strategies on learner behavior and engagement in a
classroom-based WWW learning activity. The results supported contentions that the use of collaborative groups and support materials are useful implementation strategies in learning environments that are
open-ended in the nature and scope and support high levels of learner autonomy. The research provides evidence that implementing
classroom-based WWW learning activities as collaborative exercises and with guiding printed notes provides a number of instructional advantages over individual and unguided use.
Price, Robert V. A model for the on-line college-level guided study course. TechTrends v. 41 (Nov./Dec. 1996) p.
39-43. microfilm
Abstract: A model for an online guided study course that seeks to maximize the power of the Internet and ensure that courses are effective and manageable is described. The model includes additional features for promoting communication and interaction with other class members and the instructor. Possibilities for online instruction and the procedures and policies that must be dealt with in a typical institution of higher education are discussed.
Repman, Judi; Logan, Suzanne. Interactions at a Distance: Possible Barriers and Collaborative Solutions. TechTrends v41 n6 p35-38 Nov-Dec 1996. microfilm
Abstract: Explores techniques for creating cohesive active learning communities in which information can be linked to real-world experiences. Discusses four types of interactions that take place in distance learning environments: learner-content, learner-instructor, learner-learner, and learner-interface. Offers strategies for overcoming common barriers to these interactions.
Schrum, Lynn; Berge,Zane L. Creating Student Interaction within the Educational Experience: A Challenge for Online Teachers. Canadian Journal of Educational Communication v26 n3
p.133-44 Win 1997. LB1033.5 .C36
Abstract: Examines the design and development of online courses and identifies significant issues surrounding the creation of interactivity among and between students and the instructor.
Up to
the Top ERIC Documents
ED395214
Kerka, Sandra. Distance learning, the internet, and the World Wide Web. ERIC digest. 4 p.
Abstract: Discuses the advantages and disadvantages of using the internet for delivery of distance learning. Online courses often feature consensus building and group projects.
ED415834
Xu, Gong-Li. Advantages and disadvantages of using e-mail as instructional aids: some random thoughts. 10 pgs
Abstract: This paper explores the educational benefits and limitations of e-mail as an instructional aid to classroom-based teaching. Advantages and disadvantages of using e-mail are discussed.
ED421165
Hrabe, M. Elizabeth; Adamy, Peter H; and others. Curry CONNECT: How online discourse creates community for education students. 7 pages
Abstract: This paper reports on the Curry CONNECT project at the University of Virginia, a web-based discussion group that links preservice teachers with graduate inservice teachers and apprenticing administrators. A qualitative analysis is presented, examining the nature of the participant discourse as it evolved over the semester.
ED422838
Bailey, Margaret; Luetkehans, Lara. Ten great tips for facilitating virtual learning teams. 8 pages
Abstract: This paper presents tips for integrating and facilitating virtual learning teams within online courses. The techniques are grounded in current research and theoretical foundations of system theory and group dynamics.
ED422864
McDonald, Jeannette. Interpersonal group dynamics and development in computer conferencing: the rest of the story. 7 pages
Abstract: This study examined group dynamics and development in a graduate-level, computer-mediated course using the FirstClass software; emphasis was on the interpersonal nature of interactions.
ED423852
Murphy, Karen; Drabier, Renee; Epps Mary Lu. Interaction and collaboration via computer conferencing. 12 pages.
Abstract: This study examines interaction and communication patterns among students and with the instructor in a graduate course offered at a distance using the FirstClass computer conferencing software.
ED427705
Hiltz, Starr Roxanne. Collaborative learning in asynchronous learning networks: building learning communities. 8 pages
Abstract: One of the potential negative effects of online courses is a loss of social relationships and a loss of the sense of community that is usually present on a traditional campus. This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for WWW based courses to be as effective as traditional classroom courses. The nature of collaborative learning verses other models, as well as some of the issues raised by Web-mediated education are reviewed.
ED428743
Leh, Amy; Som, Yahya Mat. Challenges and considerations when conducting an online course. 5 p.
Abstract: This paper reports challenges of and suggestions for conducting online courses, focusing on seven areas including methods of interactions.
ED432282
French, Deanie. A qualitative and quantitative evaluation: innovative use of internet bases collaboration. 7 pgs
Abstract: A descriptive study of an in depth look at the interaction of ten graduate students enrolled as internet-based students in a course at Southwest Texas State University. Up
to the Top Books
Adams, Dennis. Media & literacy: learning in an electronic age, 2nd ed. LB1043 .A33 2000
Chute, Alan G. McGraw-Hill handbook of distance learning. LC5805 .C58 1999
Lajoie, Susanne. Computers as cognitive tools, 2nd ed. LB1028.5 .C5722 2000
Roblyer, M.D. Integrating educational technology into teaching, 2nd ed. LB1029.3 .R595 2000
Palloff, Rena M.; Pratt, Keith. Building learning communities in Cyberspace: effective strategies for the online classroom. LC5805 .P35 1999 This book offers suggestions for developing well-planned and effective computer-mediated distance learning.
Chapter 2 looks at the importance of building community in the online environment. Up
to the Top Web Resources
http://chronicle.com/distance - the online edition of the Chronicle of Higher Education includes news and discussions of teaching in
an online environment, as well as a section of links to distance-learning resources on the
Internet. Up
to the Top |