A Grounded Theory Investigation of Asynchronous Learning: An Australian Higher Education Case Study

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McDonald, J. (2006). A Grounded Theory Investigation of Asynchronous Learning: An Australian Higher Education Case Study. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1703-1708). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23958.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Author

Jacquelin McDonald, University of Southern Queensland, Australia

Abstract

This paper presents the findings of doctoral research that used a grounded theory approach to generate insights into how participants interacted in a higher education, asynchronous, text–based discussion environment. Interaction has long been a defining and critical component of the educational process, and it has been suggested that online, asynchronous interaction may provide an ideal environment for learning. Information and communication technologies provide the means to facilitate online interaction that can break down the barriers between learners that are created by geographical distance. The paper will present the findings that emerged from grounded theory research at an Australian university into the nature and function of online interaction and compare the findings with those which emerged from transcript analysis research conducted in a number of research projects at the Canadian Institute of Distance Education Research.

Keywords

• Distance Education
• Educational Technology
• Interaction
• Information Communication Technologies

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