Active and interactive learning online: a comparison of Web-based and conventional writing classes

Mehlenbacher, Brad; Miller, Christopher L.; Covington, David H.; Larsen, Joshua

doi:10.1109/47.843644

Cited by 82 publications

(42 citation statements)

References 37 publications

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“…Roy and Chi [51] found that young males performed significantly higher than young females on both, target-specific and target-related information measures. Other researchers though have found that females were more successful in Web-based learning [33], and others have found no difference between genders [12,[17][18][19][20], similar to the current study.…”

Section: Discussionsupporting

confidence: 80%

“…However, these studies showed mixed results. Some found that females are more successful in web-based learning [33], while others found that males performed better [34][35][36], and some others reported that there was no significant difference between genders in their learning ability [12,[17][18][19][20]. However, little is known about how users are able to make use of and learn from new technologies [37].…”

mentioning

confidence: 99%

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Gender Patterns in Hypertext Reading

Protopsaltis¹,

Bouki²

2009

TOERGJ

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Abstract:The effect of gender in learning has often been the focus of research because of its potential implications in academic achievement. However, the effect of gender in hypertext reading has not been thoroughly investigated. The Web in general and the hypertext in particular has modified the way people access and use information. This paper reports the findings of an empirical study into gender differences in hypertext reading. The study focuses on text-based electronic documents. The study is a mixed method design, with the use of the think-aloud protocols and a between subjects experiment. It examines some original variables not previously studied comprehensively, such as coherence of transactions, sum of selected hyperlinks, and hyperlink location. Forty two participants (30 males and 12 females) read a hierarchically structured hypertext and then, all answered the same set of questions. The data consisted of reading times, comprehension scores, reading strategies, coherent links, hyperlink location, sum of hyperlinks, and the sum of read nodes. The results show that gender did not significantly affect any of the measured variables.

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Section: Discussionsupporting

confidence: 80%

mentioning

confidence: 99%

Gender Patterns in Hypertext Reading

Protopsaltis¹,

Bouki²

2009

TOERGJ

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“…They preferred to study on their own rather than discuss with others because they saw little value in the messages posted by others. This finding is in accord with what Mehlenbacher, Miller, Covington, and Larsen (2000) have concluded: that interactive Web interfaces may hinder reflective learners. The findings of Battalio (2007) also reflect this issue.…”

Section: Personal Factorssupporting

confidence: 80%

Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran

Ebrahimi

Faghih

Marandi

2016

AJET

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This study reports on a qualitative small-scale exploratory study which examined the factors influencing 32 Iranian pre-service language teachers' participation in online asynchronous textbased discussion forums. By adopting a multiple case study design and analysing data gathered through semi-structured interviews and participants' online postings, it was found that access to computers and the Internet or high speed Internet, group size, quality of messages, level of instructor's involvement, grades, interface qualities, participants' personal characteristics and attitudes toward online interactions, as well as familiarity and experience with online discussions influenced participants' level of participation in online discussions. Based on the findings, recommendations are made to help language teacher educators to encourage effective online communication practices in similar educational settings.

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“…Working virtually signals a paradigm shift based on the use of new communication and social interaction technologies (p. 129). Mehlenbacher, Miller, Covington, and Larsen (2000), in an attempt to compare how students learnt in a Web-based course compared to a traditional face-to-face course, concluded that there was no significant difference in students' learning between the two environments. Swan (2003) too, reached the same conclusion, and explained that learning occurs in online environments as a consequence of three overlapping interactions: students' interaction with peers; with the content, and with the instructor.…”

Section: Communities Of Practice and Online Collaborationsmentioning

confidence: 99%

The Effectiveness of Protocols when Pre-Service Teachers Engage in Online Collaborations: An Exploration

Keamy

Selkrig

2013

AJTE

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Graduate teachers in Australia are expected to engage with their peers to expand their professional learning. Learning to use protocols -or structured professional conversations -provides preservice teachers with opportunities to achieve this expectation. In this paper we explain how pre-service teachers during an extended practicum used protocols to participate in synchronous online discussions using the Blackboard Collaborate learning platform. The pre-service teachers were surveyed about aspects of the protocols and the platform on which the interactions occurred. Protocols appear to be well-suited to assisting synchronous discussions using Web 2 technologies as they ensure everyone has equal time to discuss, present and receive feedback about their work in respectful and efficient ways. This preliminary research provides opportunities for further investigation of pedagogical approaches to use with pre-service teachers when they are required to utilise online platforms when they are away from the university for extended periods of time.

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Active and interactive learning online: a comparison of Web-based and conventional writing classes

Abstract: Abstract-This study examines how students enrolled in two

Cited by 82 publications

References 37 publications

Gender Patterns in Hypertext Reading

Gender Patterns in Hypertext Reading

Factors affecting pre-service teachers’ participation in asynchronous discussion: The case of Iran

The Effectiveness of Protocols when Pre-Service Teachers Engage in Online Collaborations: An Exploration

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