Instructor Immediacy Strategies to Facilitate Group Work in Online Graduate Study

Autor/inn/en	Melrose, Sherri; Bergeron, Kim
Titel	Instructor Immediacy Strategies to Facilitate Group Work in Online Graduate Study
Quelle	In: Australasian Journal of Educational Technology, 23 (2007) 1, S.132-148 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Feedback (Response); Educational Strategies; Constructivism (Learning); Distance Education; Focus Groups; Graduate Study; Cooperative Learning; Longitudinal Studies; Interviews; Teacher Student Relationship; Foreign Countries; Online Courses; Web Based Instruction; Electronic Learning; Integrated Learning Systems; Small Group Instruction; Teaching Methods; Allied Health Occupations Education; Canada + Suchen Sie Ihr Suchwort? Lehrstrategie; Distance study; Distance learning; Fernunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Kooperatives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Online course; Online-Kurs; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	An increasing number of online graduate study programs require students to participate in collaborative work projects. And yet, educational research examining instructional strategies that facilitate learning in small groups online is limited. This article describes findings from a qualitative research project that investigated instructor immediacy at different stages of group development. The research was framed from a constructivist theoretical perspective and a descriptive research design. Participants were health care practitioners from two WebCT online graduate study programs. Data sources included four focus groups and twenty individual audio recorded transcribed interviews. The data was collected in person over a three year period, analysed for themes by two researchers, and confirmed with participants through ongoing member checking. Instructional immediacy strategies that students believed facilitated meaningful learning in small groups are presented in the three overarching stages of first, beginning/ engagement; second, middle/ encouragement; and third, ending/ closure. Findings suggested that, in the beginning/ engagement stage, learners valued knowing their instructors were available "if you need me" and that it was "safe" to contact them. In the middle/ encouragement stage, they appreciated personal help with networking and managing conflict, particularly in relation to participation and marking and they valued private feedback. And, in the ending/ closing stage, they needed opportunities to debrief and reflect. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10