A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments

Autor/inn/en	Gorsky, Paul; Caspi, Avner; Blau, Ina
Titel	A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments
Quelle	In: Journal of Asynchronous Learning Networks, 16 (2012) 4, S.55-69 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Open Universities; Student Participation; Content Analysis; Distance Education; Online Courses; Blended Learning; Higher Education; Comparative Analysis; Educational Environment; Electronic Learning; Outcomes of Education; Intellectual Disciplines; Inquiry; Educational Technology + Suchen Sie Ihr Suchwort? Offene Universität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inhaltsanalyse; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; Geisteswissenschaften; Unterrichtsmedien
Abstract	This study compares dialogic behavior in asynchronous course forums from blended learning environments with "non"-mandatory student participation at a campus-based college and at a distance education, Open University. The goal is to document similarities and differences in students' and instructors' dialogic behavior that occur in two similar instructional resources used in two dissimilar learning environments. Quantitative content analysis, derived from the "Community of Inquiry" model, was performed on a year-long course forum from the college. These data were compared with composite data obtained previously from 50 Open University course forums. Findings showed that the dialogic behavior in the college forum differed greatly from the dialogic behavior exhibited in distance education forums. Specifically, the frequencies of "social presence", "teaching presence" and "cognitive presence" in the forums differed significantly. However, high frequencies of social presence coupled with low frequencies of cognitive presence at both institutions raise doubts regarding the popular assumption that deep and meaningful learning occurs in asynchronous course forums. (Contains 9 tables and 1 figure.) (As Provided).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher@sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10