Asynchronous Online Discussions as a Tool for Learning: Students' Attitudes, Expectations, and Perceptions
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Pena-Shaff, J., Altman, W. & Stephenson, H. (2005). Asynchronous Online Discussions as a Tool for Learning: Students' Attitudes, Expectations, and Perceptions. Journal of Interactive Learning Research, 16(4), 409-430. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5964.
Journal of Interactive Learning Research
Volume 16, Issue 4, October 2005
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
More Information on JILR
Based on expectations from previous studies, data from field notes, pre- and post-questionnaires, class documentation, student papers from 35 undergraduate and graduate students, and the content of a focus group session were analyzed to relate students' pre-course attitudes and expectations, and several cognitive factors to participation levels and perceptions about learning via asynchronous online discussions to supplement class meetings. Results showed that while students' attitudes and expectations about computers and online learning were not significantly correlated to their participation levels and perceptions of learning, several significant intercorrelations between pre-course attitudes, expectations about bulletin board systems (BBS) used for class discussions, and expected learning were found. In addition, greater levels of participation were found to engender greater satisfaction. Findings suggest several methods which may be used to change students' perceptions and raise their levels of participation.
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- Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
- A Taxonomy of Learning Through Asynchronous Discussion
- Do Entry Characteristics of Online Learners Affect Their Satisfaction?
- Does Using Mobile Device Applications Lead to Learning?
- The Connected Learning Space
- Belonging Online: Students' Perceptions of the Value and Efficacy of an Online Learning Community
- Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
- Pedagogical Characteristics of Online and Face-to-Face Classes
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