Journal Article10.1080/1463631022000005016
Building Learning Communities in Online Courses: the importance of interaction
894
TL;DR: Preliminary findings from research on the development of community in online course discussions support an equilibrium model of social presence in online discussion which suggests that as affective communications channels are reduced, discussion participants use more verbal immediacy behaviors to support interaction among classmates.
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Abstract: This article discusses course design factors affecting the success of asynchronous online learning, with a specific focus on the social development of learning communities through online discussion. It reports on an empirical investigation of correlations between 22 course design factors and student perceptions of satisfaction, learning, and interaction with instructors and classmates using data collected from 73 courses offered through the State University of New York Learning Network (SLN) in the spring 1999 semester. Data analyses revealed that three factors were significantly related to student perceptions—clarity and consistency in course design, contact with and feedback from course instructors, and active and valued discussion. An explanation for these findings may center on the importance of creating opportunities for interaction in online learning environments. In this vein, preliminary findings from research on the development of community in online course discussions is presented. Drawn from co...
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Citations
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The Relationship Between Students' Perceived Sense of Community and Satisfaction, Achievement, and Retention in an Online Course
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MessageLens: A Visual Analytics System to Support Multifaceted Exploration of MOOC Forum Discussions
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How Much Does “Subject Matter” Matter? A Study of Disciplinary Effects in On-Line MBA Courses
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El papel de la pedagogía en clases con computadoras uno a uno: un estudio observacional cuantitativo de las interacciones profesor-alumno
TL;DR: In this article, the interacciones entre profesor and alumnos in clases tradicionales and en clases that implementan un programa de computacion uno a uno, were compared.
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