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Download full textGuo, Wenge; Chen, Ye; Lei, Jing; Wen, Yan – Education Sciences, 2014
With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners' cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both…
Descriptors: Feedback (Response), Asynchronous Communication, Online Courses, Electronic Learning
Francescucci, Anthony; Foster, Mary – Canadian Journal of Higher Education, 2013
Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led…
Descriptors: Foreign Countries, Higher Education, College Students, Blended Learning
Plana, Mar Gutiérrez-Colon; Torrano, Pere Gallardo; Grova, M. Elisa – The EUROCALL Review, 2012
The aim of this experimental study was to find out the potential of using mobile phones in teaching English as a foreign language (EFL), specifically the use of Short Message Service (SMS) as a support tool in the EFL class. The research questions formulated for this project are the following: (1) Is using SMS messages via a mobile phone an…
Descriptors: Telecommunications, English (Second Language), Second Language Learning, Second Language Instruction
