A Multi-Perspective Investigation into Learners' Interaction in Asynchronous Computer-Mediated Communication (CMC)

Autor/in	Çardak, Çigdem Suzan
Titel	A Multi-Perspective Investigation into Learners' Interaction in Asynchronous Computer-Mediated Communication (CMC)
Quelle	In: Higher Education Studies, 6 (2016) 2, S.61-75 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Graduate Students; Asynchronous Communication; Computer Mediated Communication; Online Courses; Foreign Countries; Interaction Process Analysis; Interviews; Teacher Student Relationship; Peer Relationship; Interpersonal Communication; Models; Learning Processes; Student Participation; Case Studies; Data Analysis; Content Analysis; Transcripts (Written Records); Turkey + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Computerkonferenz; Online course; Online-Kurs; Ausland; Prozessanalyse; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interpersonale Kommunikation; Analogiemodell; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Auswertung; Inhaltsanalyse; Türkei
Abstract	This article focusses on graduate level students' interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners' views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners' views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages did not reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01