Evaluating the use of synchronous communication in two blended courses.
Residential universities are increasingly integrating online interaction within courses in the form of synchronous online chats, asynchronous online discussions and access to interactive resources. This article evaluates the educational effectiveness of online chats within a Humanities postgraduate...
| Publicado en: | Journal of Computer Assisted Learning Vol. 20; no. 3; pp. 183 - 194 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106608087&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106608087 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2004 vid: 20 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106608087 106608087 2005065998 10.1111/j.1365-2729.2004.00084.x 106608087 ppf: 183 ppct: 11 formats: tig: atl: Evaluating the use of synchronous communication in two blended courses. aug: au: Cox G Carr T Hall M affil: Multimedia Education Group, Centre for Higher Education Development, University of Cape Town, South Africa; gcox@ched.uct.ac.za sug: subj: Teaching Methods Education, Non-Traditional Communication Methods Computers and Computerization Colleges and Universities Internet Content Analysis Computer-Assisted Instruction Qualitative Studies Human ab: Residential universities are increasingly integrating online interaction within courses in the form of synchronous online chats, asynchronous online discussions and access to interactive resources. This article evaluates the educational effectiveness of online chats within a Humanities postgraduate course and a final year Commerce course. We consider the roles of course design, group dynamics, and facilitation style in the successful use of online collaboration within primarily face-to-face courses, as well as the potential for online collaboration within a blended course design to facilitate more inclusive learning conversations than are possible with exclusively face-to-face interaction. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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