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Peer interaction: the experience of distance students at university level.

This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a gro...

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Published in:Journal of Computer Assisted Learning Vol. 26; no. 6; pp. 574 - 585
Main Author: Ferguson, R.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Dec2010
Online Access:View this record in EBSCOhost
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      dt: Dec2010
      vid: 26
      iid: 6
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        104813134
        2010863259
        10.1111/j.1365-2729.2010.00386.x
        104813134
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        atl: Peer interaction: the experience of distance students at university level.
      aug:
        au: Ferguson, R.
        affil: Knowledge Media Institute, The Open University, Milton Keynes, UK
      sug:
        subj:
          Computer-Assisted Instruction
          Education, Non-Traditional
          Students, College
          Adult
          Behavioral Objectives
          Collaboration
          Content Analysis
          Email
          Female
          Grounded Theory
          Human
          Interpersonal Relations
          Male
          Peer Group
          Random Sample
          Record Review
          Semi-Structured Interview
          Student Attitudes Evaluation
          Teleconferencing
          United Kingdom
          Adult: 19-44 years
          Female
          Male
      ab: This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded-theory approach, reveals disparities between course designers' and students' reasons for integrating computer-mediated interaction within the courses. It draws attention to the significant affective challenges that online students face whenworking together, and demonstrates a need to pay attention to their problems with self-presentation. The study also reinforces the socio-cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face-to-face learning interaction and other forms of support as they engage with individuals in their everyday environment.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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