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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Chinese students' participation in asynchronous educational computer conferencing.

Zhao, Naxin, January 2005 (has links)
Thesis (M.A.)--University of Toronto, 2005.
2

An examination of the socio-cognitive constructivist activity exhibited by participants of a WebCT computer conference /

Skanes, Joy, January 2000 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Restricted until November 2001. Bibliography: leaves 101-110.
3

Learning among adults in online courses.

Grant, Janet Millar, January 2004 (has links)
Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Ruth Childs.
4

Comparison of computer mediated communication and face to face discourse.

Luu, Kien Nam, January 2004 (has links)
Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Hewitt.
5

High school students' perception of learning in asynchronous online discussion : a qualitative study /

Conklin, Thomas A. January 2005 (has links)
Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 205-214).
6

The effects of asynchronous computer voice conferencing on learners' anxiety when speaking a foreign language

Charle Poza, María Isabel. January 2005 (has links)
Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xi, 129 p. : ill. Includes abstract. Includes bibliographical references (p. 97-105).
7

Student interaction patterns in electronic conference systems

Credle, Gayna Stevens. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.
8

Student interaction patterns in electronic conference systems /

Credle, Gayna Stevens. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 135-142). Available also in a digital version from Dissertation Abstracts.
9

Student interaction patterns in electronic conference systems

Credle, Gayna Stevens 07 March 2011 (has links)
Not available / text
10

A case study of participation and critical thinking in a university-level course delivered by computer conferencing

Bullen, Mark 11 1900 (has links)
Despite the growth in the size and acceptance of distance education, there have been persistent criticisms of this form of education because it often fails to provide for interaction among students and between students and instructors. Without this, it is suggested, distance education can only be an inferior imitation of the best face-to-face education because learners are unable to clarify and challenge assumptions and to construct meaning through dialogue. Some critics believe distance education's inability to reproduce a critical dialogue among students and between students and instructor can be addressed through the use of two-way communication technologies such as text-based, asynchronous (i.e., not in real time) computer conferencing. Appropriately-designed computer conferencing, it is argued, will facilitate interaction among students and between the instructor and students thus making distance education more appropriate for the higher-level cognitive goals of college and university education. At the same time, using this' technology will retain the flexibility of time and place-independence that is characteristic of distance education. The literature on educational computer conferencing is replete with references to its potential to create a new paradigm of education characterized by interactive group knowledge-building and critical thinking, but there are few empirical studies that have substantiated this view. Little is known about how and why learners participate and what factors may affect their participation. Similarly there has been little empirical study of the quality of computer conferencing interaction. This case study of a university-level course delivered by computer conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative dimensions of participation in this online course were consistent with key aspects of the new paradigm of networked learning as articulated in the literature, that is, if students were actively participating, building on each others contributions and thinking critically about the discussion topics; and 2) to determine what factors affected student participation and critical thinking. The results of this study suggest that some of the claims about the potential of this technology to transform conventional and distance education may be overstated. The emergence of a dynamic and interactive educational process that facilitates critical thinking was shown to be contingent on a variety of factors. The results suggest, however, that with the appropriate course design, instructor interventions, content, and students, computer conferencing can be used for these purposes and should be given serious consideration by distance educators as a way of facilitating interaction and critical thinking in distance education.

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