Dissertations / Theses on the topic 'Online learning interaction'
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Wang, Dawei. "Enhancing individualised learning and interaction in online learning environments." Thesis, Robert Gordon University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491201.
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The quality of the student learning experience in an online learning course has raised many debates in educational studies. Evidence found in current literature indicates that individualised learning and interactive learning do contribute to the student learning experience in online learning courses. However, there is little evidence of any major studies that have tried to explore the impact of both individualised learning and interactive learning on the students' experience.
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Farahani, Gohar Omidvar. "Existence and Importance of Online Interaction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27169.
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This research explored the existence and importance of interaction in online courses as perceived by online learners and instructors. The study was based on data from online students and instructors in the fall 2002 semester at Mid-Atlantic Community College(1). Two web-based surveys were used to collect data. Eighty-eight of 267 online students completed the survey, for a response rate of 33%. The study was based on constructivist theory which suggested that students learn by actively participating in the learning process through interaction with the instructor, other students, and course materials. This interaction was measured by different online interaction modalities and a five-step interactivity model developed by Salmon. This model suggested that the intensity of interactivity involves five steps: access and motivation, online socialization, information exchange, knowledge construction, and development. In addition, student characteristics (age and gender) and pedagogical variables (online experience and learning preferences) were included. Findings of the survey revealed that students perceived a moderate to high level of availability in a majority of the interactivity modalities. The highest interaction was reported between students and instructor through email communication and feedback on students? work by instructors. In addition, student ratings of the availability of different interaction modalities in online instruction were correlated with their perceptions of the importance of these modalities. Students reported satisfaction with the level of interactivity in their online courses. In contrast, responses to Salmon?s model revealed a high level of unavailability of the various interactivity criteria. The result of instructor survey, based on 13 responses, revealed that online instructors perceive interaction with students through email communication and providing feedback on their work were important. They did not perceive many of the interactivity criteria introduced by this research to be important. Therefore, they reported these criteria as unavailable in their online courses. This study is important because the extent of systematic research on availability and importance of online interaction is limited.
(1)- To preserve the anonymity of respondents, this name is a pseudonym.Ph. D.
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Barrett, Knight Rachel Michele. "An examination of interaction in online language learning classrooms." Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717303.
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The purpose of this mixed-method study was to examine the three different types of interactions (student-student, student-instructor, and student-content) that occur in an online language learning classroom and whether the amount of time spent predicted the performance in two key areas, grammar proficiency and vocabulary knowledge. This study also examined the way students felt about motivating themselves in an online language learning classroom. The study involved 40 students enrolled in an entirely online entry-level Spanish course who completed a survey about their experience in the online environment and an assessment of their knowledge of vocabulary and grammar points in the language.
The multiple regression analyses revealed that the amount of time spent in interactions with the content for the course was a predictor for grammar proficiency, but no other interactions were predictors for grammar proficiency or vocabulary knowledge. The participants discussed the difficulty of motivating themselves and how they stayed motivated in the online environment. This study provided some considerations for practitioners in an online environment, but also called into question the efficacy of learning a language in an entirely online environment.
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Miller, Jane Rae. "Gender, language and interaction styles in online learning environments." Thesis, Glasgow Caledonian University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404667.
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Albloushi, Shaima Abdullah. "Online Collaborative Learning and Interaction Among Pre-Service Teachers." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553088752167938.
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Borup, Jered A. "Types, Subjects, and Purposes of K-12 Online Learning Interaction." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3711.
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Although K-12 online learning has experienced exceptional growth, research in the area has lagged behind. This dissertation addressed this gap in the literature using a multiple article dissertation format. The first article used survey data from two online English courses at the Open High School of Utah (OHSU) to examine students' reported interactions with content, peers, and instructors. The large majority of students viewed all investigated types of interaction as educational and motivational. Students perceived learner--instructor and learner--content interactions to have significantly higher educational value than learner--learner interactions, and viewed learner--instructor interaction to be significantly more motivational than learner--content interaction. Furthermore, nine significant correlations were found between the time students spent on human interaction and course outcomes. The second article examined learner-parent and parent-instructor interactions within the same context. Similar to the first article, survey data was used to measure parents' and students' perceived quantity and quality of parental interactions with students and teachers. It was found that generally students and parents viewed parent--instructor and learner--parent interactions as motivational. Students viewed learner--parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions tended to negatively correlate with course outcomes. These negative correlations may be the result of parents' tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning. When discussing the results in the second article, the claim was made that future research should look beyond the quantity of interactions and develop a theoretical framework that identifies and categorizes the roles of individuals in improving student outcomes. The third article of this dissertation presents such a framework that can help guide K-12 online research and design. The Adolescent Community of Engagement (ACE) framework consists of four main constructs that make up a K-12 online learning community. The first three (student engagement, teacher engagement, and peer engagement) build on previously established online frameworks that originally emerged from higher education contexts. In addition, the ACE framework recognizes the role of parents in their child's learning and introduces a fourth construct, parent engagement, which builds on two previously established face-to-face frameworks.
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Van, Ryneveld Linda. "Surviving the game interaction in an adult online learning community /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03082005-220804/.
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Jain, Pawan. "Building learning communities facilitating interaction in computer mediated online courses /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799869821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Sousa, Sonia. "Online distance learning : exploring the interaction between trust and performance." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20386/.
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The research reported in this thesis makes a contribution towards a comprehensive understanding of the online distance learning process. This research specifically addresses the effects of learners' trust in relation to particular trust factors in their academic performance when studying at a distance. An initial theoretical framework is outlined, which encompasses investigated areas such as distance education, online distance learning, trust, performance, as-sessment, online communities, co-operation and collaboration. Subsequently, a two stage empirical research process is described. Firstly, a survey is outlined to enable the construction of a set of trust factors characterising learners' beliefs in relation to online distance learning issues as well as to provide the student group profile. Secondly, a study which accounts for both a quantitative and qualitative data collec-tion is presented. Quantitative data was used to test an hypothesis which explored the relation between trust and performance under different conditions. Qualitative data was gathered to better understand and explain the results from the first stage. Results identified the importance of fostering trust in a distance learning community and in providing trustful online distance learning environments and reflects on the understanding of the concept of trust and possible implications for the online distance learning design and it pedagogy. Implications for online distance learners' needs and support are also identified. Results also confirmed the interaction between trust and performance although some results were unexpected. For instance, under certain conditions a negative correlation between trust and academic performance was identified. These results might, somehow, be related to Cape Verde's specific characteristics such as limited broadband access to the Internet and access to ICT facilities, serious water and electricity shortages, limited agricultural possibilities and shortage of higher education opportunities. Within this context, this work's major contributions are at the intersection of areas such as trust, online distance learning and learners' academic performance. Which offers an. increased understanding of the effects of learners' trust beliefs over their academic performance in online distance learning processes. An additional contribution was the development of an Information and Communication Technologies Online distance learning module for every initial year of the Universidade Jean Piaget de Cabo Verde undergraduate programme, thus contributing to reducing the existing gap between developed and developing countries. A complementary contribution is the identification of a number of consequent research questions which pave the way for future research work.
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Willman, Martin. "Machine Learning to identify cheaters in online games." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170973.
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Cheating in online games is a problem both on the esport stage and in the gaming community. When a player cheats, the competitors do not compete on the same terms anymore and this becomes a major problem when high price pools are involved in online games. In this master thesis, a machine learning approach will be developed and tested to try to identify cheaters in the first-person shooter game Counter-Strike : Global Offensive. The thesis will also go through how the game Counter-Strike : Global Offensive works, give examples of anti-cheat softwares that exists, analyse different cheats in the game, consider social aspects of cheating in online games, and give an introduction to machine learning. The machine learning approach was done by creating and evaluating a recurrent neural network with data from games played with the cheat aimbot and without the cheat aimbot. The recurrent neural network that was created in this master thesis should be considered as the first step towards creating a reliable anti-cheat machine learning algorithm. To possible increase the result of the recurrent neural network, more data and more data points from the game would be needed.
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Knight, Janine. "Learner agency in online task-based language learning for spoken interaction." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/664231.
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L'objectiu d'aquest estudi és explorar la relació entre el poder de decisió i d'acció de l'alumne (learner agency), els recursos en pantalla (botons de navegació, instruccions escrites per a tasques) i la creació de significat en tasques de comunicació sincrònica mitjançant ordinador (CSMO) orientades a fomentar la interacció oral. El projecte es basa en l'estudi de casos i s'analitzen tres tasques dissenyades per a l'aprenentatge de llengua (intercanvi d'opinions, joc de rols i buits d'informació) en dos conjunts de dades (dotze casos). Es tracta d'unes tasques fetes en una universitat en línia situada a Barcelona i per a les quals es va fer servir un sistema d'audioconferència per a facilitar la interacció oral. Les dades es van recollir al llarg d'un semestre (2015) i es van analitzar juntament amb dades recollides en un estudi previ (2012). L'estudi presenta tres objectius: en primer lloc, entendre com les decisions dels alumnes i les accions deliberades pròpies dels recursos en pantalla modelen els torns de paraula; en segon lloc, entendre com la creació de significat es pot concebre amb una perspectiva multimodal, més enllà de la perspectiva lingüística; en tercer lloc, l'estudi vol ser una contribució a la teoria sobre l'agentivitat en l'aprenentatge de llengües per a fomentar l'agentivitat en les tasques CSMO d'avui dia i del futur, a fi d'aconseguir avançar d'una manera òptima en l'aprenentatge d'una llengua. S'utilitza una sèrie de fonts de dades i de mètodes. Les fonts inclouen enregistraments d'àudio d'interaccions orals entre estudiants, transcripcions, captures de pantalla, documentació de cursos de llengua i informació addicional sobre eines tecnològiques. Les dades s'analitzen per mitjà d'una anàlisi del discurs i de continguts, i d'una anàlisi del discurs mitjançat un ordinador (Herring, 2004). A més, es crea un enfocament específic que combina les perspectives analítiques èmica (alumne) i ètica (investigador), que se serveixen de l'anàlisi conversacional (Sacks, Schegloff i Jefferson, 1974) i de l'anàlisi (inter)accional multimodal (Norris, 2004). Els resultats indiquen que en les tasques es manifesten alguns tipus d'agentivitat. A més, el fet que la comunicació entre els alumnes tingui lloc per mitjà de recursos en pantalla modifica els torns de paraula tant qualitativament com quantitativament. També s'ha pogut identificar la creació de significat per mitjà de diversos instruments més enllà de la llengua (per exemple, somàtic, de text i imatge). L'agentivitat, doncs, es manifesta mitjançant sistemes humans (motor, sensorial i lingüístic) i recursos que formen part del sistema digital. Per tot això, en les tasques CSMO es pot definir l'agentivitat com el «sistema que conté accions enfocades a un o més objectius i que es desenvolupen mitjançant una o diferents eines, una definició que es basa en la noció sociocultural d'"acció enfocada a un objectiu i desenvolupada mitjançant eines" (Zinchenko, 1985). Finalment, es presenten algunes conseqüències a l'hora de dissenyar tasques i es proposen algunes recomanacions per a futures investigacions en CSMO basades en tasques amb una perspectiva multimodal.El presente estudio tiene como objetivo explorar la relación entre el poder de decisión y de acción del alumno (learner agency), los recursos basados en la pantalla (como por ejemplo, botones de navegación, instrucciones de tareas textuales) y la creación de significado en tareas de comunicación sincrónica mediada por ordenador (CSMO), desarrolladas para promover la interacción oral. Utilizando un enfoque de estudio de casos, se analizan tres tareas diseñadas para el aprendizaje de idiomas (intercambio de opinión, juego de roles y falta de información en dos conjuntos de datos (doce casos). Las tareas se llevan a cabo en una universidad en línea en Barcelona mediante una herramienta de audioconferencia para facilitar la interacción oral. Los datos se recopilaron a lo largo de un semestre, en un curso (2015) y se analizaron junto con los datos de un estudio anterior (2012). Los objetivos del estudio eran tres: en primer lugar, comprender cómo las elecciones de los alumnos y las acciones intencionales relacionadas con los recursos basados en la pantalla moldean los turnos conversacionales; en segundo lugar, comprender cómo puede entenderse la creación del significado con una perspectiva multimodal, más allá de lo lingüístico, y, en tercer lugar, contribuir a la teoría de la agentividad en el aprendizaje de idiomas. La finalidad de este último objetivo ha sido ayudar a fomentar la agentividad en las tareas actuales y futuras del CSMO, para poder avanzar de forma óptima en el aprendizaje de idiomas. Se usa una variedad de fuentes de datos y métodos. Las fuentes incluyen grabaciones de audio de interacción oral punto a punto, transcripciones, capturas de pantalla, documentación del curso, e información suplementaria sobre la herramienta tecnológica. Estas fuentes se exploran por medio del análisis de datos, incluido el análisis del contenido y del discurso, así como el análisis del discurso mediado por ordenador (Herring, 2004). Además, se desarrolla un enfoque específico que combina las perspectivas analíticas émica (alumno) y ética (investigador), que se basan en las nociones del análisis conversacional (Sacks, Schegloff y Jefferson, 1974) y el análisis (inter)accional multimodal (Norris, 2004). Los resultados sugieren que los tipos de agentividad se manifiestan en tareas. Además, la mediación de los alumnos con recursos basados en la pantalla moldea los turnos conversacionales tanto cualitativamente, como cuantitativamente. La creación de significado implica múltiples aspectos más allá del habla (por ejemplo, somático, de texto e imagen), lo que implica que puede entenderse que la agentividad se lleva a cabo por medio de sistemas humanos (motor, sensorial y de lenguaje) y de recursos pertenecientes al sistema digital. Por lo tanto, la agentividad en las tareas del CSMO puede describirse como "el sistema con acciones dirigidas a uno o más objetivos desarrolladas mediante una o más herramientas", definición que se basa en la noción sociocultural de "acción dirigida hacia un objetivo y mediada por instrumentos" (Zinchenko, 1985). Se discuten las implicaciones para el diseño de tareas y se describen recomendaciones para futuras investigaciones en CSMO basadas en tareas con una perspectiva multimodal.
The present study aims to explore the relationship between learner agency, screen-based resources (such as navigational buttons and textual task instructions) and meaning making in synchronous computer-mediated communication (SCMC) tasks developed to promote spoken interaction. Using a case-study approach, three tasks designed for language learning (opinion sharing, role play and information gap) across two data sets (12 cases in total) are analysed. Tasks are carried out in an online university in Barcelona, where spoken interaction is made possible through an audioconferencing tool. Data was collected over the course of one semester in 2015 and analysed alongside data from a prior study that took place in 2012. The objectives are threefold: to understand how learners' choices and intentional actions pertaining to screen-based resources shape oral turn-taking; to understand how meaning making can be understood from a multimodal perspective, beyond speech; and to contribute to theories on agency in language learning in order to help foster agency in current and future SCMC tasks for optimal language learning gains. A range of data sources and methods are used. Sources include audio recordings of peer-to-peer oral interaction, transcripts, screenshots, course documentation and supplementary information about the technological tool employed. These sources are explored through data analysis, including content and discourse analysis as well as computer-mediated discourse analysis (Herring, 2004). In addition, a specific approach is developed that combines emic (learner) and etic (researcher) analytical perspectives that draw on notions from conversational analysis (Sacks, Schegloff and Jefferson, 1974) and multimodal (inter)actional analysis (Norris, 2004). Results suggest that different types of agency emerge during tasks. In addition, learners' mediation with screen-based resources are found to shape their oral turn-taking, both qualitatively and quantitatively. Meaning making involving multiple modes beyond speech (i.e. somatic, text and image) are identified, leading to the implication that agency can be understood as being carried out through human systems (motor, sensory and language) and resources pertaining to the digital system. Agency in SCMC tasks can therefore be described as 'systems with tool(s)-mediated, goal(s)-directed action(s)' which builds on the sociocultural notion of ¿tool-mediated, goal-directed action' (Zinchenko, 1985). Implications for task design are discussed, and recommendations for future research on task-based SCMC from a multimodal perspective are outlined.
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Hidinger, Kristen B. "A Phenomenology of Peer Interaction and Community in Accelerated Online Learning." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1594729181918153.
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Cho, Moon-Heum. "The development of online self-regulated learning model and initial validation of human interaction component of online self-regulated learning." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6092.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Includes bibliographical references.
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Markus, Marcia. "Politeness in Interaction : An analysis of politeness strategies in online learning and teaching." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16446.
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Teaching and learning online has become widespread but for some teachers there are a number of challenges involved. This study looks at politeness strategies used in teacher-student and student-student interaction, to what extent they are used and what effects these politeness strategies have on the communication as a whole.
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Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.
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Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Fadel, Luciane Maria. "The impact of the interface design on social interaction in online learning environments." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487492.
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The research presented in this thesis concerns the contribution of the interface design to social interaction in online .learning environments. This thesis focuses on the design of social facilities in the interface that are intended to motivate and sustain the process of communication among students. Online learning environments present new possibilities for social interaction by promoting communication through computer networks. Although there are design constraints in creating an environment capable of supporting social interaction, previous research findings indicate that social presence is a key factor for social interaction. In this thesis, social presen~e is defined as the extent to which virtual entities that represent others are perceived as real. In addition, previous research has pointed out that social presence is affected by individual variables, social response variables and media variables, suggesting that an interface design might enhance social presence. The research in this thesis explores the interface design by investigating how placing an emphasis on interaction facilities and incorporating text, images and animation affect students' experiences 1interacting with each other. The research presented here comprises four online course experiments. The four experiments were conducted to investigate the relationship of social presence to the number of interactions, and to the three key aspects of social facility design that support social presence: 1. The visibility of interaction facilities; 2. The use of images, animation and text to present the presence of others and; 3. The use of a~ation to present system feedback. This research measured objective and subjective responses, combining student questionnaires with system logs and final grades. The research presented in this thesis identifies a range of responses that can be affected by the interface design. The overall conclusion is that the interface design can increase the number of interactions and enhance the perceived social presence in an online learning environment.
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HAMMER, VICTORIA A. "THE INFLUENCE OF INTERACTION ON ACTIVE LEARNING, LEARNING OUTCOMES, AND COMMUNITY BONDING IN AN ONLINE TECHNOLOGY COURSE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1014665480.
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Fidalgo, Patrícia Seferlis Pereira. "Learning networks and moodle use in online courses: a social network analysis study." Doctoral thesis, Faculdade de Ciências e Tecnologia, 2012. http://hdl.handle.net/10362/8862.
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Dissertação para obtenção do Grau de Doutor em Ciências da Educação Especialidade em Tecnologias, Redes e Multimédia na Educação e FormaçãoThis research presents a case study on the interactions between the participants of the forums of four online undergraduate courses from the perspective of social network analysis (SNA). Due to lack of studies on social networks in online learning environments in higher education in Portugal we have choose a qualitative structural analysis to address this phenomenon. The context of this work was given by the new experiences in distance education (DE) that many institutions have been making. Those experiences are a function of the changes in educational paradigms and due to a wider adoption of Information and Communication Technologies (ICT) from schools as well as to the competitive market. Among the technologies adopted by universities are the Learning Management Systems (LMSs) that allow recording, storing and using large amounts of relational data about their users and that can be accessed through Webtracking. We have used this information to construct matrices that allowed the SNA. In order to deepen knowledge about the four online courses we were studying we have also collect data with questionnaires and interviews and we did a content analysis to the participations in the forums. The three main sources of data collection led us to three types of analysis: SNA, statistical analysis and content analysis. These types of analysis allowed, in turn, a three-dimensional study on the use of the LMS: 1) the relational dimension through the study of forums networks and patterns of interaction among participants in those networks, 2) the dimension relative to the process of teaching and learning through content analysis of the interviews; 3) and finally the dimension related to the participants' perceptions about the use of LMS for educational purposes and as a platform for creating social networks through the analysis of questionnaires.With the results obtained we carried out a comparative study between the four courses and tried to present a reflection on the Online Project of the University as well as possible causes that led to what was observed. We have finished with a proposal of a framework for studying the relational aspects of online learning networks aimed at possible future research in this area.
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Chongwony, Lewis K. E. "An Investigation of Social Presence in Postsecondary Learners Enrolled in Online Learning Environment." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1199472454.
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Skogs, Julie. "Language and interaction in online asynchronous communication in university level English courses." Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34757.
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Interaction involves people communicating and reacting to each other. This process is key to the study of discourse, but it is not easy to study systematically how interaction takes place in a specific communicative event, or how it is typically performed over a series of repeated communicative events. However, with a written record of the interaction, it becomes possible to study the process in some detail. This thesis investigates interaction through asynchronous written discussion forums in a computer-mediated learning environment. In particular, this study investigates pragmatic aspects of the communicative event which the asynchronous online discussions comprise. The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning.The four case studies presented in Language and interaction in online asynchronous communication in university level English courses investigate written discussion forum interaction in a computer-mediated learning environment. These studies deal with different, yet related, aspects of discussion forum communication. Aspects included are the labeling and response patterns of messages, community-building strategies among participants and features of informal conversation and formal academic writing in the messages. Building on discourse analysis combined with content analysis and corpus method, the work systematically examines the linguistic patterns of communication in the discussion forums. The findings show that there are multiple factors at work simultaneously that affect the linguistic choices by the discourse participants. The constraints and opportunities of the communication are not only connected to the fact that it is computer-mediated, but also to the fact that it is written and in a particular academic environment. Knowledge of the choices available and of what factors potentially affect them is useful for anybody involved in research on net-based teaching and learning.
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Chiu, Yi-Ching Jean, and res cand@acu edu au. "Exploring Student and Teacher Interactions for Critical Thinking in Face-to-Face and Online Environments in an EFL Course in Taiwan." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp108.11092006.
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Current literature indicates a lack of exploration of factors relating to Taiwanese students’ critical thinking in the field of English as a Foreign Language (EFL). The research study was a case study based on the social constructivist framework. The aim of this study was to explore how teacher and students interactions online impacted critical thinking by addressing the social norm in Confucius Heritage Culture (CHC). The characteristics of the social norm of CHC do not readily support verbalizing thoughts and challenging others face-to-face in public, which are important to the practice of critical thinking. The research was conducted in an English-major reading class at a university in Taiwan. The data collection methods included focus groups, collaborative inquiry with the teacher, and the researcher’s participant observation in both face-to-face and online discussions. The findings suggested that students need teacher’s cognitive, affective, pedagogical and technical support and face-to-face small group support before engaging in online interactions. Modified debates in new face-to-face models of interaction helped maximise the social constructivist approach with the teacher’s shepherd facilitation. The online interaction patterns in a CHC context underwent a three-phase process, which described how CHC students externalised critical thinking within groups, inter-groups and inter-classes in online form. The study contributes to our understanding and the development of culturally suitable approaches to cognitive, affective, pedagogical and technical guidelines needed in facilitating EFL students’ critical thinking in face-to-face and online interactions in the context of Taiwan.
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Turley, Chad A. "Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7044.
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This case study explores what differences exist between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication logs in two online high school courses. The two course models were designed with different types and levels of interaction, one with high levels of student content interaction, the second with high levels of student-content and student-teacher interaction. The majority of research on interaction in online learning has been conducted with adult learners at the university level. There is far less literature focusing on K-12 online learning while investigating interaction, student satisfaction, and teacher time investment. This case study addresses this gap by exploring the results of 764 student surveys and investigating the teacher time investments of four teachers. In this study the students' perception of their learning experience in both models met the online program's acceptable levels. In some dimensions of the course evaluation, the interactive course had a higher rating that was statistically significant. The teacher communication logs showed a higher teacher time investment in the more interactive courses, with the highest time investment coming from reaching out to inactive students. Due to the shortage of available literature in K-12 online settings regarding interaction, student satisfaction, and teacher time investment, the author recommends additional research in these areas. By continuing to research and understand better about K-12 online learners, this understanding could influence the development of course interaction standards, assist designers in building better courses, and ultimately lead to higher satisfaction for students.
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McDonald, Jacquelin. "The role of online discussion forums in supporting learning in higher education." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003588/.
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[Abstract]: This study investigates the contribution of asynchronous, online discussion forums to student learning in an Australian, online postgraduate course. The study of online forums is an emerging field of research and therefore calls for a methodology suited to the context where knowledge and application is still at the exploration stage. Grounded theory – an open, qualitative methodology – was chosen as an appropriate method to explore the nature of the interaction in the online forums.The grounded theory analysis of the data revealed that participant interaction did generate instructional design knowledge across a range of conceptual levels. The study also showed that interaction was effectively facilitated through the use of asynchronous text-based forums, and that participants used the online interaction to build a learning community and to generate knowledge within the learning community. These findings, although from a small case study, help to justify the widespread use of discussion forums in higher education.The research findings revealed that participant interaction was a key component that enabled the teachers and learners to build and participate in an online learning community. The subcategories that emerged from participant interaction – teaching role, building a learning community and generating knowledge – were all contributing categories to the core category: interaction as a facilitator of learning. Research revealed that the teacher had an important role in managing and facilitating the interactive online learning environment, through both design and implementation of the course. The teaching role was complex and integral in the building of a learning community and facilitating knowledge generation.One outcome of particular interest for online researchers is that most of the categories that emerged from the data in this study strongly correlated to the categories in the Interaction Analysis Model (IAM); as well as categories identified by the Canadian Institute of Distance Education Research (CIDER), the research arm of the Centre for Distance Education at Athabasca University. The grounded theory approach in this study generated similar categories to CIDER and IAM, despite the research being conducted without any reference to categories existing in the literature. The correlation between the CIDER, IAM and my categories provides credibility to each set of research outcomes. Also, it can be argued that the correlation between findings of independently conducted research studies means that these categories can be more confidently generalised to other online contexts. While the CIDER categories are now being applied in a number of empirical studies, I suggest that further research in a range of contexts is required to confirm whether these are “the” important variables in online interaction.The grounded theory approach generated categories unique to this research and provided a framework for the design and implementation of interactive online learning. From these findings, the literature, and personal experience, recommendations are presented in regard to design principles, a design framework, and implementation strategies and tactics. The implications of online learning for institutional policy and practice are outlined, and a reflection on the online teaching role is presented – one that challenges some existing conceptions of a diminished role for online teachers. The debate surrounding the role of teaching in learning-centred pedagogy is an important discussion for higher education.
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Hyatt, Frederick Roger. "Spiritual and Character Development in Online Education at Brigham Young University." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.
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With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspectiveâ€, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.
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Byers, Albert S. "Examining Learner-Content Interaction Importance and Efficacy in Online, Self-Directed Electronic Professional Development in Science for Elementary Educators in Grades Three–Six." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/40430.
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Stagnant student achievement in science education in the United States has placed an increased emphasis on teacher professional development. Since many elementary educators could benefit from improved science content knowledgeâ and given the challenge of providing this at a level scalable and sustainable through face-to-face delivery aloneâ this study sought to understand what types of online self-directed content-interaction strategies are of greatest learner satisfaction and provide the highest learning impact for teachers in grades three–six. Employing Anderson's Equivalency of Interaction Theorem, and looking at age, years teaching experience, and learning preferences via Kolb and Kolb's Learning Style Inventory 3.1 (2005), this descriptive study non-randomly sampled 85 educators who passed a series of self-paced interactive web modules to rate their preferences for five different types of content-interactive strategies: (a) simulations, (b) interactive reference, (c) hands-on, (d) personal feedback, and (e) pedagogical implications. Using an online survey and a pre- and postassessment instrument it was found that (a) as age and years teaching experience increase, teachers' preferences for personal feedback, interactive reference, and simulations increased, (b) teachers' content knowledge increased significantly after completing the web modules, (c) teachers' learning style moderately aligned with their preferences for content-interaction strategies, and (d) teachers least preferred the pedagogical implications component. Instructional designers and education administrators selecting professional development for teachers may find this informative. Data from this research support Anderson's theory that if the content interaction is rich, human interaction may be provided in diminished capacities.Ph. D.
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Wilson, Martina E. "Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.
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Hawkins, Abigail. "We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2618.
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Using mixed methods, this study examined the nature of teacher-student interaction in an asynchronous, statewide, self-paced virtual high school. Eight teachers were interviewed to understand their perceptions on the nature of interactions and their role as a virtual school teacher. Interactions were primarily instructional in nature, taking the form of feedback on student assignments. There were few procedural and social interactions. In general, teachers felt disconnected from their students due to the large class sizes and limited interactions. They also felt disconnected from their peers and the role of a teacher as they traditionally defined it. To understand the relationship between perceived interaction and academic performance, 46,089 students were surveyed using an 18-item instrument designed to assess the types and frequency of interaction. Hierarchical linear modeling and hierarchical logistic regression on the 2,269 responses indicated significant differences between completers' and non-completers' perceptions of teacher-student interaction. However, there were minimal differences between students based on grade awarded and teacher-student interaction. The results of this study were discussed as well as implications for practitioners and researchers. The full text of this dissertation may be downloaded for free from http://etd.byu.edu/
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Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.
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Is it possible for technological �spaces� to be created that can provide a community
atmosphere � one in which learners are not restrained by pre-determined syllabi and have the
ability to direct their learning according to their own interests, pace and goals? If so, it would
be notable to discover which kinds of interactions might be possible, or might eventuate, and
how the participants in such a learning �space� would organize themselves. Also of interest
would be the kinds of power structures that emerged through participant interaction, the
direction/interactions undertaken by the participants and the improvements that could be made
in order to respect and accommodate the differences between learners in a social online
learning space.
In order to further study this hypothesised need to investigate these questions, this researcher
developed an online, English as a Second/Foreign Language learning environment for
advanced adult learners of English. She reviewed the appropriate literature in order to theorise
how to commence this research direction and investigated various learning platforms and
software tools. The result was the development of a multiplatform environment which
consisted of a content management system and a 3D microworld. Tools, exercises and content
were developed and/or gathered as starting points for learners and the various software had to
be learnt in order to orient others on their use. Finally, the environment was trialed over a four
week duration with a group of advanced to native speakers of English (volunteers) and the
results have been presented in this thesis for discussion.
The trial, entitled the ILE Project, attempted to study the problems involved in the technical
development of such spaces, to observe the interactions between the learners in a 3D
microworld and uncover issues relating to its implementation. Some issues raised by the
project concerned techno-literacy, personality-driven interaction differences and
organizational power shifts within the 3D community. This thesis closes with an argument
that redefines the notion of the learner autonomy, proposes certain modifications to both the
pedagogic and technical structure of the online environment and discusses the issues raised in
this research. The latter discussion would require further re-conceptualization of the spaces,
stakes and support structures that educators can create/provide in an attempt to improve online
language learning.
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Fohlin, Nils. "How Online Stock Trading Learning Platforms Can Contribute To Financial Literacy." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181854.
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Prior studies have shown that investment knowledge and motivation increases when students in a school setting have access to a stock trading learning platform. This thesis aims to further investigate if a stand-alone online stock trading learning platform, on its own, can help non stock investors understand financial literacy concepts.It further attempts to identify what type of system functionality that is most beneficial for the beginner when it comes to understanding and applying these concepts. To explore this, an MVP stock trading learning platform1 was initially developed so that new features could be implemented and modified freely, without being bound by existing software. The development was done using the lean UX method and Jobs To Be Done interviews. From this, it was found that merely enabling the users to trade stocks (without risk) did not significantly help them to understand investing concepts and draw new conclusions. New functionality was then added to the learning platform, in the form of a historical propagation feature. It lets the user assemble a stock portfolio and see what the portfolio would be worth today if bought earlier. This enabled the user to quickly and interactively see the effects of diversification and return of investment over time. Pre/post interviews showed that the platform, with historical propagation functionality, altered the users perception of both diversification and return, which indicates that it also has the potential to affect financial literacy.Tidigare studier har visat att investerings-kunskap och motivation ökar när elever i en skolmiljö har tillgång till en inlärningsplattform för aktiehandel. Detta examensarbete syftar till att ytterligare undersöka om en fristående online- aktie-inlärningsplattform, i sig, kan hjälpa icke-aktieinvesterare att förstå begrepp rörande finansiell kompetens. Arbetet försöker vidare identifiera vilken typ av systemfunktionalitet som är mest fördelaktig för nybörjaren när det gäller att förstå och tillämpa dessa begrepp. För att utforska detta utvecklades inledningsvis en MVP (minimum viable product) lärplattform för aktiehandel så att nya funktioner kunde implementeras och modifieras fritt utan att begränsas av befintlig programvara. Utvecklingen skedde med hjälp av lean UX-metoden och Jobs To Be Done intervjuer. Av arbetet kunde man konstatera att funktionaliteten med att bara göra det möjligt för användarna att handla aktier (utan risk) inte hjälpte dem nämnvärt att förstå investerings-koncept och dra nya slutsatser. Ny funktionalitet lades sedan till på inlärnings-plattformen i form av en historiepropagagerings-funktion. Funktionen låter användaren skapa en aktieportfölj och se vad portföljen skulle vara värd idag om den köptes tidigare. Detta gjorde det möjligt för användaren att snabbt och interaktivt se effekterna av diversifiering och resultatet av investeringar över tid. Pre / post intervjuer visade att plattformen, med historiepropagerings-funktionalitet, förändrade användarnas uppfattning om både diversifiering och avkastning, vilket indikerar att den också har potential att påverka finansiell kompetens.
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Wilson, Jay. "An examination of the relationships of interaction, learner styles, and course content on student satisfaction and outcomes in online learning." University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00004963/.
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[Abstract]: Online education offers many people the opportunity to begin or continue their education. The option to undertake studies has also expanded dramatically due toincreasing numbers of online programs. One of the strengths of online learning is the ability to provide a rich learning experience where students have the opportunity to interact using technology. Although a general profile of students who enrol in onlinecourses has been developed, very little of the research is comprehensive enough to create an understanding of the experience of individual online learners. Many studies have been conducted on the process of interaction and there is a need to learn more about how students use interaction and tools in online learning.A review of current research into online learning uncovered a need for a deeper understanding of how online students engage in interaction, their learning styles, and the types of content they use in their online courses. The research review raised a number of specific questions:• What types of online interactions are students having?• Are there particular learner types that are more successful in the online learning environment?• Is there specific course content that is used more often than others in online learning?• Are there obstacles to online interactions for students and if so what are they?• What factors influence student satisfaction in online learning?In particular do learning styles, course content and interaction influence learner satisfaction and outcomes in online learning? What impact do these variables have,separately and together, on online learners? This study looked at the educational experience of 124 online students using a 125 item online survey and follow-upinterview.The outcomes of this study showed that Participant and Independent learner styles were important factors contributing to the success of online learners. Even if they did not possess the skills before they entered the courses, the ability to demonstrate, analyze, andapply course content was of benefit to learners. Interaction did not have a significant impact on the outcomes or satisfaction of learners. The more closely the online courses matched the individual’s personal learning style and approach to online learning the moresatisfied and successful they were.The results of the research include a number of practical examples that can be easily integrated into the online learning environment. Those delivering, teaching, andstudying in online programs can use these results to increase their understanding of online education and apply that understanding to making online education more effective.
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Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Stewart, Shelley. "A Study of Instructional Strategies that Promote Learning Centered Synchronous Dialogue Online." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002501.
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Schullo, Shauna J. "An Analysis of Pedagogical Strategies: Using Synchronous Web-Based Course Systems in the Online Classroom." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001236.
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Anderson, J. C., James Lampley, and Donald W. Good. "Learner Satisfaction in Online Learning: An Analysis of the Perceived of Learner- Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/247.
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Wheeler, Kimberly M. "A Mixed Method Study Examining Synchronous-Enhanced Learning in Distance Education." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5865.
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This mixed method study examined how integration of synchronous Web-based desktop conferencing affects undergraduate distance learning students' educational experience. Specifically, it compared students in one distance learning section of an introductory technology course delivered through a synchronous-enhanced mode (employing both synchronous and asynchronous tools) with students in a second section of the same distance learning course provided in the asynchronous only mode to examine variations in cognitive presence, social presence, and teaching presence through the lens of the Community of Inquiry model (Garrison, Anderson, and Archer, 2000). Additionally, this study measured perceived learning, learner-instructor interaction, and learner-learner interaction to determine whether observable differences between the two groups occurred. Benefits of the synchronous-enhanced distance learning environment predicted in this study included a statistically significantly stronger sense of cognitive presence, social presence, and teaching presence. It was also hypothesized that the synchronous-enhanced distance learning environment would yield statistically significantly higher reported perceived learning and interaction in contrast to the asynchronous condition. This study qualitatively explored how students perceived their experiences in synchronous-enhanced and asynchronous distance learning environments through focus group interviews and deductive analysis. Results of the analysis revealed no statistically significant differences between the synchronous-enhanced and asynchronous groups in measuring cognitive presence, social presence, teaching presence, perceived learning, learner-instructor interaction, and learner-learner interaction. Qualitative results evidenced higher frequencies in the synchronous-enhanced group with regard to clarification, collaboration, direct instruction, and interaction.
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Andersen, Jeffery C. "Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1115.
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The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants’ demographic data, learner-instructor interaction data, learner-social media interaction data, and general course satisfaction data. Data from the survey were examined through the use of independent sample ttests, one-way ANOVAs, and Pearson Correlations based on 10 participant demographic variables. Of the 10 demographic variables, age, GPA, athletic team participation, and work status were found to have a statically significant relationship with the three constructs. The findings indentified statistical significance between age, work status of participants, and the construct of learner-instructor interaction; between gender, athletic team participation, and the construct of social-media interaction; and between the age, GPA, work status, and the construct of general course satisfaction. Furthermore, learner-instructor interaction and learner-social media interaction had a statistically significant relationship with general course satisfaction. Overall, there was a strong positive correlation between both constructs of learner-instructor interaction and learner social media interaction with general course satisfaction.
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Hayes, Jonathan. "A comparative study on the quality of learning experience between traditional campus and online distance learning at a Masters level." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-30882.
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A COMPARATIVE CASE STUDY OF THE QUALITY OF LEARNING EXPERIENCE BETWEEN TRADITIONAL CAMPUS AND ON-LINE DISTANCE LEARNING AT A MASTERS LEVEL. This study compares the quality of learning experiences of traditional campus students to those of distance on-line students studying at a Masters level. Using an adapted version of “The theory of on-line learning quality” five dimensions of interaction were compared to determine if there was a significant statistical difference between both learning methods. The study took place within a Masters level program, in Linnaeus University, Sweden. The five dimensions of interaction included in the study are Instructor-Learner, Learner-Learner, Learner-Content, Learner-Interface, and Social Interaction. Using these dimensions of interaction to determine the quality of learning experience a questionnaire survey was designed for the students enrolled in the program. Answers to the survey questions used a Likert-scale schema for responses. A Mann-Whitney U-Test was performed on the response results. The results of the study found that there was little statistical difference between the quality of learning experience of traditional campus students to that of on-line distance students. The two survey questions which did show a statistical difference were related to the Instructor-Learner and Social dimensions of interaction. In a dual learning program of this type, recommendations are made to include a teaching assistant with responsibilities for monitoring on-line participation during live lectures.
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Edlund, Felicia. "The Importance of Speaking and Interacting in Online Teaching for Secondary School." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40835.
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The increased use of online teaching during the year 2020 has highlighted that there is still a lack of knowledge on how the virtual classroom affects interacting and speaking. Therefore, this study focuses on answering the following two research questions: To what degree does online teaching support speaking and interaction in the classroom? Also, what strategies can teachers use to facilitate speaking and interacting better online? To answer the research questions, the author collected information from six different empirical studies in the field. One key result is that it is of high importance to increase the amount of interaction and communication between students in the Secondary School classroom. Furthermore, it is also highlighted that improving the design and structure can promote more purposeful interaction and communication between students and teachers. One implication of the study and for the field of research, in general, is that it only focuses on English as a second language and no other subjects. Another implication is that the study used only six empirical studies to collect the information which makes it difficult to generalise the results.
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Waltonen-Moore, Shelley L. "A Grounded Theory of Online GROUP Development as Seen in Asynchronous Threaded Discussion Boards." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185649473.
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Andrade, Jaqueline Barbosa Ferraz de. "A MediaÃÃo na Tutoria Online: o Entrelace que Confere Significado à Aprendizagem." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3958.
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nÃo hÃEssa dissertaÃÃo tem como objetivo compreender as dimensÃes do trabalho do tutor em processos educativos a distÃncia e a interface do seu trabalho no processo ensino-aprendizagem. Especificamente na educaÃÃo online, os instrumentos de comunicaÃÃo se transformam em instrumentos simbÃlicos de mediaÃÃo, pois à atravÃs deles que o sujeito constrÃi seu raciocÃnio, dinamiza mÃltiplas habilidades e potencializa suas linguagens. Embora os recursos midiÃticos ofereÃam dispositivos que permitem a interatividade, a autonomia cognitiva necessÃria para atuar nesse cenÃrio requer a experiÃncia interativa, no grupo, do componente humano e seu processo de mediaÃÃo. Essa qualidade de interaÃÃo em processos midiatizados pelas tecnologias pode ser dinamizada por um agente mediador inserido com o propÃsito especÃfico de aproximar o ensino da aprendizagem, promovendo o sentimento de pertenÃa, o protagonismo e o trabalho colaborativo. Portanto, à resultado de uma pesquisa realizada com profissionais docentes que atuam em tutorias online para delinear a presenÃa mediadora do tutor em cursos à distÃncia em ambientes virtuais e a forma como promovem uma aprendizagem significativa.
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Fink, Mark L. "Peer interaction in university-level distance education." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1183500982.
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Dissertation (Ph.D.)--University of Toledo, 2007.Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 118-135.
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Freyer, Eva I. "An analysis of the relationship between learning styles and interaction in online discussions in distance education courses at the University of Wisconsin-Stout." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008freyere.pdf.
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Howley, Iris. "Leveraging Educational Technology to Overcome Social Obstacles to Help Seeking." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/589.
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This dissertation provides initial empirical evidence for Expectancy Value Theory for Help Sources and generates design recommendations for online courses based on the newfound understanding between theory and student behavior. My high-level research goals are pursued in the context of help seeking in the presence of reputation systems in MOOC discussion forums. Educational technology can be intentionally designed and introduced in such a way as to maintain the benefits of existing technology while reducing negative impact on learning-relevant behaviors. I do this through the lens of student expectancy and values for the help source, and costs of pursuing that help. Within this thesis I present three online survey experiments, one is intended to provide empirical evidence for the connection between Expectancy Value Theory for Help Sources and student help seeking outcomes. The remaining two survey experiments are designed to further investigate the results of a system for help exchange through the lens of Expectancy Value Theory for Help Sources. The first survey supports the existence of beliefs for help sources, although careful design of value manipulations is necessary to isolate value beliefs from expectancy beliefs for the help source. In a field experiment investigating the design of a help exchange system, I explore the connection between common reputation system features and Expectancy Value Theory for Help Sources. This provides support for the theory outside of a controlled laboratory setting. This Quick Helper MOOC Experiment and the supporting Quick Helper Theory Survey Experiment show that voting within a reputation system context decreases the number of peers invited to be helpers possibly through an increase in evaluation anxiety. Help giver badges ca reduce this evaluation anxiety and mitigate the negative impact of voting. I performed a final field experiment in a small private online course to examine these issues in a more naturalistic setting outside of the Quick Helper help exchange system. I explored learning expectancy-emphasizing email prompts and voting in the course discussion forum, and how these manipulations impacted larger, more nuanced dependent variables such as help seeking and learning. Results from this experiment are not as strong as the more tightly controlled survey experiments and Quick Helper MOOC field experiment, but we still see support in the general direction of our original hypotheses. From these experiments I generate a series of design recommendations for instructors of online courses implementing discussion forums: (1) reputation systems can have a positive effect on student engagement in discussion forums, but there may be a negative effect on help seeking and other vulnerable learning-relevant behaviors, (2) The negative impact of evaluation anxiety from voting can be mitigated through the use of either help giver badges or using only upvoting instead of up/downvoting which may reduce evaluation anxiety, and (4) Email prompts with dilute implementation have questionable impact on student contributions in discussion forums.
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Elkins, Angie. "Student Satisfaction in Hybrid Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2519.
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The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied.
Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions.
Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.
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Boyce, Bradley G. "Understanding Learner Interactions in the Home-Study and Technology-Mediated Seminary Program for Youth in the Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3023.
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Interaction is a core element in the design of blended and distance learning environments. The importance of understanding these interactions and what might increase effectiveness of such interactions in education is paramount for meaningful learning. This dissertation consists of two qualitative case studies designed to provide a rich, descriptive look at interactions in a high school distance/blended-learning context in the home-study and technology-meditated seminary program of The Church of Jesus Christ of Latter-day Saints. In the study article, Moore's (1989) interaction framework was used as a lens for understanding the learner experience. Thematic narratives were used to highlight themes related to students' perceived learning gains from learner-content interaction and their hesitancy to engage in learner-learner and learner-instructor interactions if they had not met personally. In the second study, Garrison's (2007) Community of Inquiry framework was used to understand the impact that teacher decisions, other than the selection of content, had on the cognitive and social climate of the learning experience. This study describes how a teacher's facilitation of social interaction influences the course learning outcomes. The results highlight the teacher's role in providing the educational and social climate needed to foster learner interactions. This study noted that when the teachers gave learners the opportunity to interact in a live setting, it appeared to foster the relationships needed to interact online. The narratives also highlight how a teacher helped learners interact with one another around content online.
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Walker, Brian K. "Bridging the distance how social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1472WalkerB/umi-uncg-1472.pdf.
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Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by David F. Ayers, Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 229-256).
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Choi, Wan-ni Brenda, and 蔡蘊妮. "Computer-mediated communication as an activity system: an investigation into S.3 students' learning experiencesvia online interaction in a dynamic assessment process." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365841.
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This study was an attempt to search for tools which can encourage students with very low English proficiency level and low motivational force to participate in meaningful language-related activities in order to master basic grammatical rules in a dynamic assessment process so as to pave way for the implementation of Task-Based Learning and Teaching (TBLT) in classrooms. The study took place at a local Band 3 CMI secondary school. There were five S.3 participants involved and 3 S.6 students were invited to be the tutors for these S.3 students. The main purpose of this study was to evaluate the effectiveness of computer-mediated communication (CMC) as well as graduated and contingent instructions in helping weaker students learn English. Results of the study support that CMC together with graduated and contingent assistance in a dynamic assessment process do encourage weaker students to engage in language-related activities. At the beginning of the study, all S.3 participants demonstrated disinterest in learning English owing to their disconnection with their immediate learning context. Yet, the tools involved in the study changed their attitude towards learning English by helping these S.3 participants develop agency, which is deemed important in the learning process, during the course of the study. The study also reaffirms that the interaction between a mediator and a learner must be built upon a common ground. That said, the study reconfirms that the common ground should centre on the learner’s Zoneof Proximal Development (ZPD). In a nutshell, TBLT is beyond doubt a sound pedagogical paradigm to help learners develop their communicative competence. Notwithstanding, appropriate task-supporting approach should be adopted to help weaker students.published_or_final_version
Education
Master
Master of Education
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Abdel-Maksoud, Nahed Fahmy. "INTERACTION AS A PREDICTOR OF STUDENTS’ SATISFACTION AND STUDENTS’ GRADES IN DISTANCE EDUCATION." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178295694.
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Araújo, Christiane Elany Britto de. "Educação em tempos digitais: análise de um curso de inglês online." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-22052015-103146/.
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O impacto das novas tecnologias reflete-se na maneira com que o conhecimento é produzido e nos discursos que constituem os sujeitos na atualidade. O compartilhamento de informações e a rapidez com que isso acontece influenciam a modo como pensamos a educação em tempos digitais. Entender como a tecnologia muda nossas práticas diárias, em especial a educação, é um dos objetivos dessa pesquisa. Este estudo tem como objeto um curso de inglês online proposto por uma instituição de ensino de inglês como língua estrangeira (LE). Direcionada pela tese de que o curso de inglês estudado indica uma tentativa de adaptação do ensino de LE às lógicas das novas mídias, posicionando professores e alunos num espaço onde o moderno e o pós-moderno coexistem, realizamos uma análise das páginas do curso, bem como da interação tutor-aluno. Para esta investigação, apoiamos nossas observações nos pressupostos pertinentes aos estudos discursivos, dentre eles a modernidade e a pós-modernidade, o paradigma dos novos estudos de letramento e a Análise do Discurso de linha Francesa (AD). A partir de um panorama das tecnologias da informação e do desenvolvimento tanto da Educação a Distância (EAD) como do e-learning na instituição focal, discutimos como são usadas as novas mídias e quais os seus reflexos na construção de sentidos no curso. Dessa forma, situamos o instituto de línguas como uma escola que trabalha com a inovação dos cursos a distância como forma de se adequar às necessidades de mercado. Além disso, examinamos algumas atividades propostas visando não apenas encontrar traços de abordagens relacionadas ao ensino de línguas, mas também problematizar o seu uso em vista das possibilidades de interação e interatividade que elas agregam aos cursos. Apesar da nova configuração de leitura na tela propiciada pelo meio digital e uma maior presença da multimodalidade, constatamos que o curso nos remete a uma postura tradicional de leitura em que o aprendiz não é instigado a discutir ou agir com criticidade. Estudamos, também, os dizeres dos alunos do curso de inglês online sobre suas expectativas a respeito dos cursos a distância, e discutimos como a interação tutoraluno é construída. A interação dos participantes revela como a LE é vista por eles, e como isto influi na construção da subjetividade de cada um. É através dessa interação que as diferentes posições de sujeito são externadas, mostrando a heterogeneidade constitutiva dos envolvidos.The impact of the new technologies reflects on the way knowledge is produced and on the discourses that constitute the contemporary subjects. The sharing of information along with its fast pace influence the way we think education in the digital era. Understanding how technology changes our everyday practices, especially education, is one of the aims of this study. Our research seeks to study an online English course devised by an English as a Foreign Language (EFL) school. Driven by the hypothesis that the course studied indicates an attempt to adapt the teaching of English to the new media logics, positioning educators and learners in a space where the modern and post-modern coexist, the pages of the course as well as the interaction tutor-student were analyzed for this study. For this investigation, our observations were backed by assumptions relevant to discourse studies, among them the modernity and the post-modernity, the New Literacies Studies paradigm and the French Discourse Analysis. From an overview of the information technology and the development not only of distance learning, but also of the e-learning project in the focal institution, we discuss how the new media are used and the way they reflect on the meaning making of the course. Therefore, we situate the language institute as a school that uses the distance courses as a way of innovating and adapting itself to the market needs. Furthermore, we examine some of the tasks proposed aiming not only at finding features of language teaching approaches, but also at problematizing their use in terms of interaction and interactivity possibilities conveyed. Despite the new configuration that the reading on the screen provides and the presence of multimodal features, we verify that the course signals a traditional reading posture in which the learner is not led to discuss or act critically. We have also studied online course students discourses about their expectations in regard to distance courses and have argued how the interaction tutor-student is established. The interaction of the participants reveals how the foreign language is viewed by them and also how it influences the construction of subjectivity in each one of them. It is through interaction that the diverse subject positions are externalized, exposing the constitutive heterogeneity of the subjects involved.
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Silva, AndrÃia Turolo da. "Affordances e restriÃÃes na interaÃÃo interpessoal escrita online durante a aprendizagem de inglÃs como lÃngua estrangeira." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16031.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorOs processos de ensino e aprendizagem de lÃnguas estrangeiras por meio da educaÃÃo a distÃncia vÃm conquistando cada vez mais espaÃo tanto nas ofertas de cursos nessa modalidade, quanto nas agendas de pesquisa em linguÃstica aplicada movidas pelo interesse em compreender como o contÃnuo avanÃo tecnolÃgico e cientÃfico impactam as metodologias e as prÃticas de ensino e aprendizagem de lÃnguas (PAIVA, 1999, 2010, 2011). Inserido nesse universo, o contexto desta pesquisa foi um curso de letras-inglÃs na modalidade a distÃncia ofertado para pÃlos do interior do estado do CearÃ. Devido Ãs vÃrias restriÃÃes tecnolÃgicas e ambientais presentes nesse cenÃrio, prevalecia a forma de interaÃÃo interpessoal online no modo escrito dentro do ambiente virtual de aprendizagem pesquisado. A comunicaÃÃo mediada pelo computador (CMC) escrita apresenta vÃrias restriÃÃes aos interagentes devido ao modo visual reduzido. Por outro lado, a CMC escrita apresenta recursos diferenciados que ajudam a sustentar a interaÃÃo e que podem favorecer a aprendizagem de lÃnguas (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). Nesse Ãmbito, o objetivo principal desta pesquisa, caracterizada como qualitativa complexa (SILVERMAN, 2000), foi descrever os mecanismos de engajamento com affordances que ajudam a sustentar a interaÃÃo interpessoal escrita em um ambiente virtual de aprendizagem de inglÃs como lÃngua estrangeira, especificamente nos fÃruns de discussÃo e nos chats. A noÃÃo de affordance, oriunda da psicologia ecolÃgica (GIBSON, 1986), foi discutida neste trabalho em trÃs dimensÃes: (i) a ambiental, (ii) a tecnolÃgica, estas duas a partir das contribuiÃÃes de Lamy & Hampel (2007) e Rama et al. (2012), principalmente, e (iii) a linguÃstica, associando a esta Ãltima uma teoria pragmÃtica sobre pistas de contextualizaÃÃo (GUMPERZ, 1982; GREENO, 1994). Buscando preservar a noÃÃo de affordance como uma ressonÃncia do indivÃduo com o que percebe como Ãtil para agir no ambiente, que rompe com a dicotomia objetivo-subjetivo, a teoria da complexidade forneceu subsÃdios teÃrico-metodolÃgicos para investigar as interaÃÃes interpessoais escritas nos fÃruns e nos chats como sistemas adaptativos complexos em que fatores interagiam e eram percebidos como affordances ou como restriÃÃes para o engajamento durante as trajetÃrias das interaÃÃes (LARSEN-FREEMAN & CAMERON, 2008). Para estudar a percepÃÃo, foram tambÃm realizadas entrevistas motivadas pelos dados das interaÃÃes analisadas como forma de reconstruÃÃo de contexto. As descobertas mostraram lados antagÃnicos dos affordances: o que era percebido por alguns como um favorecimento, para outros era uma restriÃÃo, como foi o caso da cronÃmica nos chats e nos fÃruns. Affordances tecnolÃgicos e linguÃsticos contribuÃram para a construÃÃo da presenÃa no ambiente, da projeÃÃo das identidades individuais e de grupo, de uma comunidade de aprendizagem (LAVE & WENGER, 1991; WHITE, 2003), que, por sua vez, foi um affordance ambiental para o sentimento de confianÃa e seguranÃa no engajamento nas interaÃÃes. Evidenciou-se, por fim, que os affordances podem ser mediados pelo professor.
The processes of foreign language learning and teaching in distance education have conquered increasing space in both course offerings in this educational mode and in applied linguistics research agendas driven by the interest in understanding how the continuous technological and scientific progress impact methodologies and practices of teaching and learning languages (PAIVA, 1999, 2010 2011). Inserted in this universe, the context of this research was one course of English teacher education (Letras), through distance education, offered for municipalities located in the countryside of the state of Ceara, Brazil. Due to various technological and environmental constraints present in this scenario, the online interpersonal interaction in the virtual learning environment was realized predominantly in the written mode. Text-based Computer-Mediated Communication (CMC) presents several constraints on interactants because of its visually-reduced mode. On the other hand, text-based CMC presents different features, which help to sustain the interaction and can promote language learning (WARSCHAUER, 1998; CHAPELLE, 2001, 2003; FELIX, 2003; WHITE, 2003; LEVY & STOCKWELL, 2006; LAMY & HAMPEL, 2007). In this context, the main objective of this research, characterized as qualitative-complex research (SILVERMAN, 2000), was to describe the mechanisms of engagement with the affordances that helped to sustain the text-based interpersonal interactions in a virtual learning environment where English was learned as a foreign language, specifically in discussion forums and chats. The notion of affordance, which came from ecological psychology (GIBSON, 1986), was discussed in this work according to three dimensions: (i) the environmental dimension, (ii) the technological dimension, both of them with contributions by Lamy & Hampel (2007) and Rama et al. (2012), mainly, and (iii) the linguistic dimension, associating a linguistics pragmatics theory about contextualization cues to the latter (GUMPERZ, 1982; GREENO, 1994). The complexity theory offered subsidies to study text-based interpersonal interactions in forums and chats as complex systems in which factors interacted and were perceived as affordances or as constraints to the engagement during the interactional trajectories (LARSEN-FREEMAN & CAMERON, 2008), as well as helped to preserve the notion of affordance as a resonance between an individual and what they can perceive as useful for engagement in the environment, which avoids the objective-subjetive dichotomy. In order to study perception, data-stimulated interviews were conducted with participants as a form of context reconstruction. The findings showed antagonistic sides of affordances: what was perceived as affordances by some of the participants, others could perceive as constraint, such as the chronemics in the chats and forums analyzed. Technological and linguistic affordances contributed to the construction of presence in the environment, helping participants to project both individual and group identities, and the learning community identity (LAVE & WENGER, 1991; WHITE, 2003), which, in turn, was an environmental affordance to build a sense of confidence and trust to engage in the interactions. Finally, it was possible to verify that affordances could be mediated by the teachers.