An Evaluation of Graduate Class Interaction in Face-to-Face and Asynchronous Computer Groupware Experiences: A Collective Case Study. ASHE Annual Meeting Paper.

Autor/in	Patterson, Norma J.H.
Titel	An Evaluation of Graduate Class Interaction in Face-to-Face and Asynchronous Computer Groupware Experiences: A Collective Case Study. ASHE Annual Meeting Paper.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Active Learning; Case Studies; Computer Uses in Education; Confidence Testing; Distance Education; Graduate Study; Higher Education; Independent Study; Nontraditional Education; Student Evaluation; Student Participation; Telecourses; Time on Task + Suchen Sie Ihr Suchwort? Aktives Lernen; Case study; Fallstudie; Case Study; Computernutzung; Distance study; Distance learning; Fernunterricht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Non-traditional education; Alternative Erziehung; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fernsehkurs; Zeitaufwand
Abstract	Two graduate-level educational administration courses, one delivered by computer-mediated (distributed) means and one held face-to-face, were evaluated based upon the needs of adult learners and active learning precepts. The same course was delivered to both classes by the same group of professors, using identical course requirements. The on-campus class met once a week for three hours in the evening; eleven adult students and two or three professors attended each class. Distributed class sessions (using a Lotus notes platform) took place at the time of students' choosing throughout the week, with all assignments and exams conveyed through writing. The professors were all experienced in the subject matter and in teaching; two of the three had previously taught using the software. The survey revealed that the characteristics of students in both classes were more alike than different. The distributed education class had a slight edge on the final grades, with the strongest indicator of difference seeming to lie in the greater amount of confidence the students brought to the class. The study also notes that the distributed students who had previous experience in distance learning spent more time in class. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC