“…One other area, instructional design theories, was mentioned in Bozhurt et al's (2015) article. Chen et al (2020) also found that case studies were mentioned often.…”
Section: A Brief Review Of Early and Current Researchmentioning
confidence: 95%
“…Although some of these concepts or topics are still present in the literature, others are found as well. They include online social communities, socialized e-learning, mobile assisted language learning, and game-based learning among others (Chen & Kinshuk, 2020). One other area, instructional design theories, was mentioned in Bozhurt et al's (2015) article.…”
Section: A Brief Review Of Early and Current Researchmentioning
confidence: 99%
“…Discussion boards/threaded discussion. Discussion boards and threaded discussions refer to e-learning applications using a text-based forum in which the instructor posts discussion topics (Chen & Kinshuk, 2020). In this student-centered environment, learners are tasked with responding to the initial prompt and are required to also read and respond to classmates (Jo, Park, & Lee, 2017).…”
Section: Background On Asynchronous Tools and Use Of Technologiesmentioning
The shift from conventional classrooms to the use of various types of distributed education is well documented in the literature. This shift occurred over the past 30 years, if not longer. Open, distance, and digital education (or ODDE) has become ubiquitous in education and training in a variety of settings such as the military, business, higher education, and K12 schools. More recently, ODDE has seen a rise in use in other settings, such as health care organizations. Although both synchronous and asynchronous technologies are available for teaching and learning, it appears that asynchronous tools are predominant in these settings. The use of asynchronous tools is the primary focus of this chapter, with consideration of both the technologies employed and the strategies applied. The purposes are to summarize their appropriate uses in terms of collaborative learning and share any insights to guide future research and practice. The chapter begins with a brief definition of terms used in this chapter along with descriptions of the types and purposes of asynchronous tools. The chapter culminates in directions for future research as well as any improvements in ODDE practice.
“…One other area, instructional design theories, was mentioned in Bozhurt et al's (2015) article. Chen et al (2020) also found that case studies were mentioned often.…”
Section: A Brief Review Of Early and Current Researchmentioning
confidence: 95%
“…Although some of these concepts or topics are still present in the literature, others are found as well. They include online social communities, socialized e-learning, mobile assisted language learning, and game-based learning among others (Chen & Kinshuk, 2020). One other area, instructional design theories, was mentioned in Bozhurt et al's (2015) article.…”
Section: A Brief Review Of Early and Current Researchmentioning
confidence: 99%
“…Discussion boards/threaded discussion. Discussion boards and threaded discussions refer to e-learning applications using a text-based forum in which the instructor posts discussion topics (Chen & Kinshuk, 2020). In this student-centered environment, learners are tasked with responding to the initial prompt and are required to also read and respond to classmates (Jo, Park, & Lee, 2017).…”
Section: Background On Asynchronous Tools and Use Of Technologiesmentioning
The shift from conventional classrooms to the use of various types of distributed education is well documented in the literature. This shift occurred over the past 30 years, if not longer. Open, distance, and digital education (or ODDE) has become ubiquitous in education and training in a variety of settings such as the military, business, higher education, and K12 schools. More recently, ODDE has seen a rise in use in other settings, such as health care organizations. Although both synchronous and asynchronous technologies are available for teaching and learning, it appears that asynchronous tools are predominant in these settings. The use of asynchronous tools is the primary focus of this chapter, with consideration of both the technologies employed and the strategies applied. The purposes are to summarize their appropriate uses in terms of collaborative learning and share any insights to guide future research and practice. The chapter begins with a brief definition of terms used in this chapter along with descriptions of the types and purposes of asynchronous tools. The chapter culminates in directions for future research as well as any improvements in ODDE practice.
“…Osallistumista edistävät myös usko omaan osaamiseen, vertaisopiskelijan palauteviestit (Xie 2013), aktivoivat kysymykset, uudet näkökulmat sekä perustellut erimielisyydet (Chen ym. 2020;Cheng & Kinshuk 2020).…”
“…Opiskelijoiden samanmieliset keskustelut päättyvät nopeammin kuin erimieliset keskustelut (Cheng & Kinshuk 2020). Myöskään ohjaajalta saatu samanmielinen tai tiivistävä kommentti ei lisää aktiivisuutta (Kwon ym.…”
Kirjoittamalla käyty keskustelu on tärkeä vuorovaikutteinen opiskelumuoto verkko-opinnoissa. Kirjoitetutkin viestit edellyttävät kuuntelemista eli toisen kirjoittamaan tekstiin pysähtymistä, sen vastaanottamista ja viestiin reagoimista. Tutkimme yliopisto-opintoihin liittyviä verkkokeskusteluviestejä analysoimalla, mihin aikuisopiskelijat suuntautuvat kuunnellessaan toistensa kirjoitettuja viestejä ja miten he osoittavat kuuntelemista. Löysimme kolme erilaista tekstin kuuntelemisen tapaa: 1) sisällön kuunteleminen, jossa vastausviestit suuntautuivat aiemman viestin sisältöön, 2) ihmisen kuunteleminen, jossa kuuntelemista osoitettiin suuntaamalla vastausviesti edellisen viestin kirjoittajaan tai omien ajatusten reflektointiin ja 3) toiminnan kuunteleminen, jolloin kuuntelemista osoitettiin kommentoimalla omaa tai ryhmän työskentelyä ja keskustelukokonaisuuden etenemistä. Opiskelijat osoittivat kuuntelemista erilaisilla ilmaisuilla, jotka viittasivat aikaisempiin puheenvuoroihin tai niiden lähettäjiin. Kuuntelemista osoittavat viestit pyrkivät samanmielisyyteen sekä aiemman sisällön täydentämiseen ja vahvistamiseen ilman arvioivaa otetta. Erimielisyyttä oli vähän, ja se tuotiin esiin varovasti, vaikka se voisi syventää oppimista. Kuunteleminen on verkkokeskustelussa tärkeä ja kehitettävissä oleva taito, joka mahdollistaa toiselle opiskelijalle kuulluksi tulemisen kokemuksen.
The shift from conventional classrooms to the use of various types of distributed education is well documented in the literature. This shift occurred over the past 30 years, if not longer. Open, distance, and digital education (or ODDE) has become ubiquitous in education and training in a variety of settings such as the military, business, higher education, and K12 schools. More recently, ODDE has seen a rise in use in other settings, such as health care organizations. Although both synchronous and asynchronous technologies are available for teaching and learning, it appears that asynchronous tools are predominant in these settings. The use of asynchronous tools is the primary focus of this chapter, with consideration of both the technologies employed and the strategies applied. The purposes are to summarize their appropriate uses in terms of collaborative learning and share any insights to guide future research and practice. The chapter begins with a brief definition of terms used in this chapter along with descriptions of the types and purposes of asynchronous tools. The chapter culminates in directions for future research as well as any improvements in ODDE practice.
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