A Look inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments

Autor/in	Douglas, Sara
Titel	A Look inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments
Quelle	(2019), (187 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Jose State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-0692-9
Schlagwörter	Hochschulschrift; Dissertation; Interpersonal Communication; Computer Mediated Communication; Online Courses; Electronic Learning; Educational Technology; High School Students; Peer Relationship; Academic Language; Discussion (Teaching Technique); Barriers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Interpersonale Kommunikation; Computerkonferenz; Online course; Online-Kurs; Unterrichtsmedien; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Peer-Beziehungen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	Participation in academic discussions and peer collaboration activities is instrumental to student engagement, motivation, and mastery of course content. These activities also improve 21st century skills, such as listening, managing diverse viewpoints, and communicating effectively. Although online learning options in the United States have dramatically increased in the past decade, there is limited evidence that online high school courses offer sufficient opportunities for students to communicate and collaborate with teachers and peers. The purpose of this mixed-methods study seeks to find out if, how, and why students interact with others in online courses. Findings from observations of five high school students engaging in online coursework indicate that they rarely, if ever, engage in peer collaboration and academic discourse activities. Teacher perspectives (n = 49), shared through an online questionnaire, show that academic discourse activities are considered valuable and feasible, but there are numerous challenges to successful implementation in online learning environments (such as scheduling and timing issues). Taken together, findings reveal a troubling contradiction: Whereas many online educators report facilitating activities promoting meaningful communicative exchanges, direct observation shows that students seldom encounter such opportunities, and when they are offered, students often choose to opt out. Further exploration sheds light on several constraints as well as possible affordances for providing interactive activities in online learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01