A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended EnvironmentsReport as inadecuate




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Journal of Asynchronous Learning Networks, v16 n4 p55-69 Jun 2012

This study compares dialogic behavior in asynchronous course forums from blended learning environments with non-mandatory student participation at a campus-based college and at a distance education, Open University. The goal is to document similarities and differences in students' and instructors' dialogic behavior that occur in two similar instructional resources used in two dissimilar learning environments. Quantitative content analysis, derived from the Community of Inquiry model, was performed on a year-long course forum from the college. These data were compared with composite data obtained previously from 50 Open University course forums. Findings showed that the dialogic behavior in the college forum differed greatly from the dialogic behavior exhibited in distance education forums. Specifically, the frequencies of social presence, teaching presence and cognitive presence in the forums differed significantly. However, high frequencies of social presence coupled with low frequencies of cognitive presence at both institutions raise doubts regarding the popular assumption that deep and meaningful learning occurs in asynchronous course forums. (Contains 9 tables and 1 figure.)

Descriptors: Open Universities, Student Participation, Content Analysis, Distance Education, Online Courses, Blended Learning, Higher Education, Comparative Analysis, Educational Environment, Electronic Learning, Outcomes of Education, Intellectual Disciplines, Inquiry, Educational Technology

Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail: publisher[at]sloanconsortium.org; Web site: http://sloanconsortium.org/publications/jaln_main





Author: Gorsky, Paul; Caspi, Avner; Blau, Ina

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2568&id=EJ982682







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