Impact of Teacher Intervention on Group Dynamics in an Online Learning Environment
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 26, 2007 in San Antonio, Texas, USA ISBN 978-1-880094-61-7
Abstract
Abstract: Traditional classroom environments provide the teacher instant interaction with the class. In addition, the teacher is in a position to assess the impact of the interaction immediately and can then take corrective action. The interaction in an online environment, in many cases, is asynchronous which means that the impact of the interaction is not immediately known and may not be easily assessed. Previous studies have addressed impediments and success factors (Chisamore and Thompson, 2005 and 2006). In the current study the focus is on the impact the teacher has on group dynamics. Four categories have been identified as areas that have impact including; (1) initiation of group tasks, (2) facilitation of group activities, (3) Corrective interactions, and (4) evaluation of group progress. Observations made over two successive online classes have resulted in a list of recommendations that teachers can use to improve group/teacher interactions.
Citation
Thompson, L. & Chisamore, D. (2007). Impact of Teacher Intervention on Group Dynamics in an Online Learning Environment. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 507-511). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/24590.
© 2007 AACE