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Interaction

Understanding and Fostering Interaction in Threaded Discussion

Author Information
Author(s):
Robert S. Williams, English Language Institute
Author(s):
Rachel Humphrey
Institution(s) or Organization(s) Where Research Occured:
The American University in Cairo
Institution(s) or Organization(s) Where Research Occured:
The University of Essex

This study (N=2,826 postings from 92 participants) examines the phenomenon of interactivity in asynchronous computer-mediated communication (ACMC), also known as threaded discussion, in the context of


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The Anatomy of a Distance Education Course: A Case Study Analysis

Author Information
Author(s):
Kay E. Vandergrift, Information and Library Studies,
Institution(s) or Organization(s) Where Research Occured:
Rutgers University, the State University of New Jersey

This case study of a distance education course in children’s literature focuses on the creation of an interpretive community and the importance of that community in online learning.


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A Preliminary Look at the Structural Differences of Higher Education Classroom Communities in Traditional and ALN Courses

Author Information
Author(s):
A. Alfred P. Rovai, Ph.D., School of Education
Institution(s) or Organization(s) Where Research Occured:
Regent University

This preliminary study again provides evidence that it is the method and not the media that matters the most in learning effectiveness.


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Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Online Course

Author Information
Author(s):
Anthony G. Picciano, Professor, School of Education
Institution(s) or Organization(s) Where Research Occured:
Hunter College of the City University of New York

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Examining Social Presence in Online Courses in Relation to Students' Percieved Learning and Satisfaction

Author Information
Author(s):
Jennifer C. Richardson, Ph.D., Assistant Professor of Educational Technology
Author(s):
Karen Swan, Ph.D., Research Center for Educational Technology
Institution(s) or Organization(s) Where Research Occured:
Purdue University
Institution(s) or Organization(s) Where Research Occured:
Kent State University

Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1].


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Exploring the Interaction Equation: Validating a Rubric to Assess and Encourage Interaction in Distance Courses

Author Information
Author(s):
M. D. Roblyer
Author(s):
W. R. Wiencke
Institution(s) or Organization(s) Where Research Occured:
University of Maryland University College
Institution(s) or Organization(s) Where Research Occured:
University of West Georgia

The degree of interaction among participants in distance courses is widely acknowledged to be an indicator of successful learning experiences; interaction has been found to contribute to both achievem


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On the Nature and Development of Social Presence in Online Course Discussions

Author Information
Author(s):
Karen Swan, Research Center for Educational Technology
Author(s):
Li Fang Shih, School of Business and Technology
Institution(s) or Organization(s) Where Research Occured:
Kent State University
Institution(s) or Organization(s) Where Research Occured:
Excelsior College

"Social presence," the degree to which participants in computer-mediated communication feel affectively connected one to another, has been shown to be an important factor in student satisfaction and s


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Estimating Faculty and Student Workload for Interaction in Online Graduate Music Courses

Author Information
Author(s):
Barbara Payne McLain
Institution(s) or Organization(s) Where Research Occured:
University of Hawaii – Manoa

Research suggests that faculty perceive greater workload for online teaching. These perceptions have little quantitative support.


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Collaboration Online: Sloan-C Resources

Author Information
Author(s):
Janet C. Moore
Institution(s) or Organization(s) Where Research Occured:
The Sloan Consortium

Over the years, insights about ALN collaboration from Sloan-C's annual publications in the quality series, in Effective Practices, and in The Journal of Asynchronous Learning Networks


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Getting Better: ALN and Student Success

Author Information
Author(s):
Janet C. Moore
Author(s):
John Sener
Author(s):
Marie Fetzner
Institution(s) or Organization(s) Where Research Occured:
The Sloan Consortium
Institution(s) or Organization(s) Where Research Occured:
AIB College of Business, Dallas Baptist University, Drexel University, Herkimer County Community College, Marylhurst University, Pace University, Park University, Peirce College, Rochester Institute of Technology, Seton Hall University,
Institution(s) or Organization(s) Where Research Occured:
University of Illinois at Springfield, University of Cincinnati, University of Texas TeleCampus

In the U.S., only 38 of every 100 ninth graders enroll in college; of these 38, only 18 complete bachelors' degrees within six years.


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