Learning and Affective Support Online in Small Group and Class Contexts

This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey t...

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Autores principales:	Bill Anderson, Mary Simpson
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2004
Materias:	online learning interaction group discussion student support distance education asynchronous communication Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c011de7418ea4a4e8a1c0303a26fe78d
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id	oai:doaj.org-article:c011de7418ea4a4e8a1c0303a26fe78d
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spelling	oai:doaj.org-article:c011de7418ea4a4e8a1c0303a26fe78d2021-12-02T18:03:18ZLearning and Affective Support Online in Small Group and Class Contexts10.19173/irrodl.v5i3.2081492-3831https://doaj.org/article/c011de7418ea4a4e8a1c0303a26fe78d2004-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/208https://doaj.org/toc/1492-3831This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem. Keywords: online learning; interaction; group discussion; student support; distance education; asynchronous communicationBill AndersonMary SimpsonAthabasca University Pressarticleonline learninginteractiongroup discussionstudent supportdistance educationasynchronous communicationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 5, Iss 3 (2004)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning interaction group discussion student support distance education asynchronous communication Special aspects of education LC8-6691
spellingShingle	online learning interaction group discussion student support distance education asynchronous communication Special aspects of education LC8-6691 Bill Anderson Mary Simpson Learning and Affective Support Online in Small Group and Class Contexts
description	This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem. Keywords: online learning; interaction; group discussion; student support; distance education; asynchronous communication
format	article
author	Bill Anderson Mary Simpson
author_facet	Bill Anderson Mary Simpson
author_sort	Bill Anderson
title	Learning and Affective Support Online in Small Group and Class Contexts
title_short	Learning and Affective Support Online in Small Group and Class Contexts
title_full	Learning and Affective Support Online in Small Group and Class Contexts
title_fullStr	Learning and Affective Support Online in Small Group and Class Contexts
title_full_unstemmed	Learning and Affective Support Online in Small Group and Class Contexts
title_sort	learning and affective support online in small group and class contexts
publisher	Athabasca University Press
publishDate	2004
url	https://doaj.org/article/c011de7418ea4a4e8a1c0303a26fe78d
work_keys_str_mv	AT billanderson learningandaffectivesupportonlineinsmallgroupandclasscontexts AT marysimpson learningandaffectivesupportonlineinsmallgroupandclasscontexts
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Learning and Affective Support Online in Small Group and Class Contexts

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