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
Investigating blended learning interactions in Philippine schools through the community of inquiry framework
TL;DR: In this paper , a case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences was conducted.
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Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment of Academic Outcomes.
TL;DR: In this article, a mixed method study was conducted to assess student perceptions of the abilities of various asynchronous and synchronous web-based tools to assist in the perceived attainment of academic outcomes.
Dynamics of Scientific Engagement in a Blended Online Learning Environment
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