Social Interaction in Self-Paced Distance Education

Autor/inn/en	Anderson, Terry; Upton, Lorne; Dron, Jon; Malone, Judi; Poelhuber, Bruno
Titel	Social Interaction in Self-Paced Distance Education
Quelle	In: Open Praxis, 7 (2015) 1, S.7-23 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1369-9997
Schlagwörter	Distance Education; Independent Study; Individualized Instruction; Pacing; Interaction; Interpersonal Communication; Student Attitudes; Teacher Attitudes; Archives; Content Analysis; Intervention; Social Networks; Case Studies; Mixed Methods Research; Questionnaires; Student Participation; Class Activities; Access to Information; Shared Resources and Services; College Students; College Faculty + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Selbststudium; Individualisierender Unterricht; Lerntempo; Interaktion; Interpersonale Kommunikation; Schülerverhalten; Lehrerverhalten; Archivwesen; Archiv; Inhaltsanalyse; Social network; Soziales Netzwerk; Case study; Fallstudie; Case Study; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gemeinwirtschaft; Collegestudent; Fakultät
Abstract	In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students' contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01