Reflections of Students in Their Use of Asynchronous Online Seminars

Autor/inn/en	Groves, Mark; O'Donoghue, John
Titel	Reflections of Students in Their Use of Asynchronous Online Seminars
Quelle	In: Educational Technology & Society, 12 (2009) 3, S.143-149 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Feedback (Response); Computer Mediated Communication; Seminars; Rewards; Learning Experience; Learner Engagement; Undergraduate Students; Undergraduate Study; Athletics; Qualitative Research; Questionnaires; Blended Learning; Electronic Learning; Online Courses; Physical Education; Sociology; College Students; Student Attitudes; Technology Uses in Education; United Kingdom + Suchen Sie Ihr Suchwort? Computerkonferenz; Seminar; Reward; Belohnung; Lernerfahrung; Grundstudium; Leichtathletik; Qualitative Forschung; Fragebogen; Online course; Online-Kurs; Körpererziehung; Sportunterricht; Soziologie; Collegestudent; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Großbritannien
Abstract	This paper reports on research that has been carried out into the use, process, and effectiveness of an asynchronous online seminar within an undergraduate sports studies degree programme. Contemporary sources are used to justify the use of technology supported learning (TSL) in higher education and to inform a reflective and critical account of the planning and delivery of an asynchronous online seminar. Through student feedback gained from qualitative questionnaires, we conclude that the online seminar made a positive contribution to the learning experience of the majority of participating students. However, encouraging widespread participation was problematical. It was also clear that some participants only took part because of the extrinsic rewards on offer and that this might have had some impact on the quality of their learning experience (Biggs, 2003). Despite the benefits of the online seminar, we would also suggest that where student numbers are manageable, the benefits of a "blended" approach, delivering online seminars in conjunction with more traditional face-to-face seminars, should be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10