Testing a Model of Peer Interaction in an Online Course with Structural Equation Modeling

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LaPointe, D. (2003). Testing a Model of Peer Interaction in an Online Course with Structural Equation Modeling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 394-395). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17920.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Deb LaPointe, University of New Mexico, United States

Abstract

In 1994, Moore called peer interaction "a challenge to our thinking and practice in the 1990s." In 2000, Garrison predicted that asynchronous collaborative learning facilitated through CMC could be the defining technology of the post-industrial age of distance education. In 2001, Garrison, Anderson, and Archer (2001) wrote that still a major challenge facing educators is using CMC to create a critical community of inquiry, the hallmark of higher education and the promise of CMC. CMC is a complex phenomenon, and as Garrison proposes, it is time to develop and test predictive models that may shape theory and future practice (Garrison, 2000) and ensure reliable, effective learning outcomes. Structural equation modeling is an analysis tool for testing a model of a complex specified set of relationships among theoretical constructs (Joreskog, 1993).

Keywords

• Distance Education
• Educational Technology
• Learning Outcomes

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