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Peer reviewedHewitt, Jim – Journal of Educational Computing Research, 2003
Discussions of distance education courses develop according to needs/interests of conference participants, course requirements, and nature of the instructor's online facilitation. Findings of this research suggest other factors. Analysis of threads and their growth patterns reveals a bias in favor of elongated note structures, explained by a…
Descriptors: Computer Assisted Instruction, Computer Mediated Communication, Discussion (Teaching Technique), Distance Education
Peer reviewedDavidson-Shivers, Gayle V.; Muilenburg, Lin Y.; Tanner, Erica J. – Journal of Educational Computing Research, 2001
Investigates how graduate students participated in online discussions over a two-week period to determine the utility of synchronous and asynchronous modes of discussion. Types and amounts of communication statements participants made in chats and threaded discussions were analyzed. Results indicate that both types of discussion are liked and…
Descriptors: Computer Mediated Communication, Discussion (Teaching Technique), Electronic Mail, Graduate Students
Peer reviewedEastmond, Dan – Journal of Educational Computing Research, 2000
Explains essential factors found in recent research for student accomplishment in Web-based degree programs and how these can be facilitated in the course level through instructional design, teaching, and technical assistance. Examines academic and administrative services at the institutional level, and explains factors of both types, with…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Mediated Communication, Distance Education
Peer reviewedKealy, William A. – Journal of Educational Computing Research, 2001
Conceptual learning of 13 graduate students was studied during a six-week course using the Internet for collaborative learning of online articles. Five groups were formed with each creating a knowledge map during the first and fifth week of the course. Multidimensional scaling analysis was used to study change in each group's mapping over time to…
Descriptors: Computer Assisted Instruction, Computer Mediated Communication, Cooperative Learning, Educational Environment
Peer reviewedBerge, Zane; Myers, Bob – Journal of Educational Computing Research, 2000
Reviews the published evaluations used in online formal courses in higher education. The 10 instruments reviewed indicated three general categories of evaluation. Three evaluation (30%) were given pre-course, two (20%) were given mid-course, and five (50%) were post-course evaluations. Questions in each of these categories break down into several…
Descriptors: Computer Assisted Instruction, Computer Mediated Communication, Course Content, Course Evaluation
Peer reviewedSwan, Karen; Shea, Peter; Fredericksen, Eric; Pickett, Alexandra; Pelz, William; Maher, Greg – Journal of Educational Computing Research, 2000
Examines factors affecting the success of asynchronous online learning both through a review of the research and through an empirical investigation of student perceptions and course design factors in one of the largest asynchronous learning networks in the United States. Reveals that three such factors-consistency in course design, contact with…
Descriptors: Academic Achievement, Access to Education, Computer Assisted Instruction, Computer Mediated Communication
