Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course

Two sections of an interpersonal skills building university course were observed for the purposes of this matched study. The face-to-face (F2F) section was in a classroom on the Concordia University campus in Montreal, Canada, while the non-turn-taking real-time online section used a Web application...

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Autores principales:	Mia Lobel, Michael Neubauer, Randy Sweburg
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2005
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8172d6293ba7429db8e898e94b1c2fba
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spelling	oai:doaj.org-article:8172d6293ba7429db8e898e94b1c2fba2021-12-02T18:03:26ZSelected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course10.19173/irrodl.v6i2.2341492-3831https://doaj.org/article/8172d6293ba7429db8e898e94b1c2fba2005-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/234https://doaj.org/toc/1492-3831Two sections of an interpersonal skills building university course were observed for the purposes of this matched study. The face-to-face (F2F) section was in a classroom on the Concordia University campus in Montreal, Canada, while the non-turn-taking real-time online section used a Web application, LBD eClassroom© designed specifically for highly interactive large size classes and meetings. Two sections used the same instructor, facilitators, pedagogy, and course content. This study revealed a unique pattern of non-turn-taking synchronous interaction in the online section. Online students were found to be more likely to participate and express themselves. Interaction of online participants led to the creation of a group entity – a polis – a cornerstone for collaborative group learning. In contrast, in the F2F section, interaction followed the traditional classroom pattern – centered on the teacher or expert, resulting in fewer students interacting, and hence, lower interaction overall. In sum, during these three hour sessions, it was found that the nature of online non-turn-taking environment afforded online students more time to express themselves compared to students learning the same material F2F.Mia LobelMichael NeubauerRandy SweburgAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 6, Iss 2 (2005)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Mia Lobel Michael Neubauer Randy Sweburg Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
description	Two sections of an interpersonal skills building university course were observed for the purposes of this matched study. The face-to-face (F2F) section was in a classroom on the Concordia University campus in Montreal, Canada, while the non-turn-taking real-time online section used a Web application, LBD eClassroom© designed specifically for highly interactive large size classes and meetings. Two sections used the same instructor, facilitators, pedagogy, and course content. This study revealed a unique pattern of non-turn-taking synchronous interaction in the online section. Online students were found to be more likely to participate and express themselves. Interaction of online participants led to the creation of a group entity – a polis – a cornerstone for collaborative group learning. In contrast, in the F2F section, interaction followed the traditional classroom pattern – centered on the teacher or expert, resulting in fewer students interacting, and hence, lower interaction overall. In sum, during these three hour sessions, it was found that the nature of online non-turn-taking environment afforded online students more time to express themselves compared to students learning the same material F2F.
format	article
author	Mia Lobel Michael Neubauer Randy Sweburg
author_facet	Mia Lobel Michael Neubauer Randy Sweburg
author_sort	Mia Lobel
title	Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
title_short	Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
title_full	Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
title_fullStr	Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
title_full_unstemmed	Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course
title_sort	selected topics from a matched study between a face-to-face section and a real-time online section of a university course
publisher	Athabasca University Press
publishDate	2005
url	https://doaj.org/article/8172d6293ba7429db8e898e94b1c2fba
work_keys_str_mv	AT mialobel selectedtopicsfromamatchedstudybetweenafacetofacesectionandarealtimeonlinesectionofauniversitycourse AT michaelneubauer selectedtopicsfromamatchedstudybetweenafacetofacesectionandarealtimeonlinesectionofauniversitycourse AT randysweburg selectedtopicsfromamatchedstudybetweenafacetofacesectionandarealtimeonlinesectionofauniversitycourse
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Selected Topics from a Matched Study between a Face-to-face section and a Real-time Online section of a University Course

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