Time students spend reading threaded discussions in online graduate courses requiring asynchronous participation
The authors report the results of a study that provides bases for comparison between the time necessary to participate in courses delivered asynchronously online and courses delivered in a traditional classroom setting. Weekly discussion threads from 21 sections of six courses offered as part of onl...
Guardado en:
Autores principales: | Abbie H. Brown, Tim Green |
---|---|
Formato: | article |
Lenguaje: | EN |
Publicado: |
Athabasca University Press
2009
|
Materias: | |
Acceso en línea: | https://doaj.org/article/e7e0555f73b842969e2fa0238938e451 |
Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Ejemplares similares
-
Growth patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
por: Hajar Ghadirian, et al.
Publicado: (2016) -
The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students
por: Gary L Long, et al.
Publicado: (2011) -
Content Analysis of Online Asynchronous Discussions
por: Elizabeth Murphy
Publicado: (2005) -
Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
por: Bethany Alden Alden Rivers, et al.
Publicado: (2014) -
Learning and Affective Support Online in Small Group and Class Contexts
por: Bill Anderson, et al.
Publicado: (2004)