The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.

This paper describes and quantifies the role of group facilitation in an experiential, real-time, online, university level credit course entitled eAHSC/230 Interpersonal Communications and Relations. A new and unique group interaction pattern called parallel communication, as well as classical eleme...

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Autores principales:	Mia Lobel, Randy Swedburg, Mike Neubauer
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2002
Materias:	group facilitation interaction pattern parallel communication evaluation online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/51481152024b45a59ee55f20a0a4847a
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spelling	oai:doaj.org-article:51481152024b45a59ee55f20a0a4847a2021-12-02T17:16:08ZThe eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.10.19173/irrodl.v3i2.1121492-3831https://doaj.org/article/51481152024b45a59ee55f20a0a4847a2002-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/112https://doaj.org/toc/1492-3831This paper describes and quantifies the role of group facilitation in an experiential, real-time, online, university level credit course entitled eAHSC/230 Interpersonal Communications and Relations. A new and unique group interaction pattern called parallel communication, as well as classical elements of group interaction are described and quantified. New measures of online group facilitation attributes with analogous face-to-face (F2F) counterparts are presented. Specifically, the impact of effective group facilitation on Attentiveness, on Interaction, on Involvement, and on Participation is explored. The paper also examines the eClassrom’s potential effectiveness as a real time teaching and training laboratory which also functions as a process observation tool that collects and feeds back interaction data, providing teachers and trainers immediate and ongoing measures of facilitation effectiveness.Mia LobelRandy SwedburgMike NeubauerAthabasca University Pressarticlegroup facilitationinteraction patternparallel communicationevaluationonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 3, Iss 2 (2002)
institution	DOAJ
collection	DOAJ
language	EN
topic	group facilitation interaction pattern parallel communication evaluation online learning Special aspects of education LC8-6691
spellingShingle	group facilitation interaction pattern parallel communication evaluation online learning Special aspects of education LC8-6691 Mia Lobel Randy Swedburg Mike Neubauer The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
description	This paper describes and quantifies the role of group facilitation in an experiential, real-time, online, university level credit course entitled eAHSC/230 Interpersonal Communications and Relations. A new and unique group interaction pattern called parallel communication, as well as classical elements of group interaction are described and quantified. New measures of online group facilitation attributes with analogous face-to-face (F2F) counterparts are presented. Specifically, the impact of effective group facilitation on Attentiveness, on Interaction, on Involvement, and on Participation is explored. The paper also examines the eClassrom’s potential effectiveness as a real time teaching and training laboratory which also functions as a process observation tool that collects and feeds back interaction data, providing teachers and trainers immediate and ongoing measures of facilitation effectiveness.
format	article
author	Mia Lobel Randy Swedburg Mike Neubauer
author_facet	Mia Lobel Randy Swedburg Mike Neubauer
author_sort	Mia Lobel
title	The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
title_short	The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
title_full	The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
title_fullStr	The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
title_full_unstemmed	The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.
title_sort	eclassroom used as a teacher's training laboratory to measure the impact of group facilitation on attending, participation, interaction, and involvement.
publisher	Athabasca University Press
publishDate	2002
url	https://doaj.org/article/51481152024b45a59ee55f20a0a4847a
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The eClassroom used as a Teacher's Training Laboratory to Measure the Impact of Group Facilitation on Attending, Participation, Interaction, and Involvement.

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