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Content Provider | IEEE Xplore Digital Library |
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Author | Bao-Yu Hu Jin-Tan Yang |
Copyright Year | 2005 |
Description | Author affiliation: Graduate Inst. of Adult & Continuing Educ., Nat. Taiwan Normal Univ. (NTNU), Taipei, Taiwan (Bao-Yu Hu) |
Abstract | The purpose of this study was to explore how technology affects the social and cognitive dimensions of online learning. Using content analysis, open-ended questions and Anderson & Archers Community of Inquiry as a framework, cognitive, social, and teaching presence were analyzed in text-based discussion forum. Results revealed learners' ability, interest in the topic, and relation to the message sender affected their inquired, exchanged, and guided interaction patterns. The findings suggest that the instructor should arrange events irregularly for underpinning familiarity and commonality, and the learners should learn how to leave their learning trajectory in text-based environment. |
Starting Page | 185 |
Ending Page | 187 |
File Size | 90930 |
Page Count | 3 |
File Format | |
ISBN | 0769523382 |
DOI | 10.1109/ICALT.2005.62 |
Language | English |
Publisher | Institute of Electrical and Electronics Engineers, Inc. (IEEE) |
Publisher Date | 2005-07-05 |
Publisher Place | Taiwan |
Access Restriction | Subscribed |
Rights Holder | Institute of Electrical and Electronics Engineers, Inc. (IEEE) |
Subject Keyword | Discussion forums Continuing education Educational technology Cognition Context modeling Problem-solving Psychology Buildings Asynchronous communication Linearity |
Content Type | Text |
Resource Type | Article |
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