Interaction, facilitation, and deep learning in cross-cultural chat: A case study

Osman, Gihan; Herring, Susan C.

doi:10.1016/j.iheduc.2007.03.004

Cited by 92 publications

(47 citation statements)

References 24 publications

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“…However, language is one of the main barriers for the students who want to enroll in online courses from developing countries (Altbach, 2014;Kerr, 2014;Olesova et al, 2011;Osman & Herring, 2007). Participants are required to have some basic competencies, specifically digital literacy and a good level of English proficiency.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

Bhagat

Chang²

2017

EURASIA J MATH SCI T

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The aim of this study was to explore cross-country (Taiwan versus India) differences in students' perceptions of online leaning by gender. The self-reported instrument, POSTOL (Perception of Students towards Online Learning), was conducted to the students from Taiwan and India. Of the total 441 respondents, there were 233 students from India and 208 from Taiwan. A 2x2 between-subjects multivariate analysis of variance was employed on the four dimensions of the POSTOL scale. This scale consists of four dimensions: instructor characteristics, social presence, instructional design, and trust. Results showed that there were significant differences, between India and Taiwan, in the perception of students towards online learning. However, there was no significant interaction effect of country by gender. Findings indicated that culture did influence students' perceptions towards online learning. There is a need to raise awareness about factors that may affect online learning experience and to provide guidance and for practice and future work.

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Section: Theoretical Backgroundmentioning

confidence: 99%

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

Bhagat

Chang²

2017

EURASIA J MATH SCI T

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“…These units are based on any theoretical statement according to which when determined indicators appear in data there is a change of unit. This is used, for example, by Osman and Herring [47] whose units are the phases defined by Gunawardenaet al [52] according to what participants do with meanings-that is, the nature of the actions of participants toward knowledge. Similarly, but from other defining criteria, also Yoon and Johnson [51] use phases defined according to the state of the task participants are working on.…”

Section: Which Kinds Of Units Are Used For This Operationalisation Ofmentioning

confidence: 99%

“…These log files can consist of the participants' entries to the online environment (e.g., [45]), the complete contributions made by the participants in a discussion (e.g., [40,47]) data about responses between participants (e.g., [39]) and so on.…”

Section: Which Type Of Data Is Useful For Studying Time?mentioning

confidence: 99%

“…From a process model, this operationalisation is done using dimensions of analysis, which take the time conception from the explicative model. For example, Osman and Herring [47], who consider time as the evolution of the construction of knowledge, use an operationalisation of the idea of construction of knowledge proposed by Gunawardena, Lowe and Anderson [52], which enables such a construction to be characterised by means of five phases that take place throughout the process. Similarly, Yoon and Johnson [51] try to characterise the "evolution of teams" by means of seven phases that the authors construct from data and from two preexisting operationalisations (coding schemes) of the dimension.…”

Section: How Is Time Operationalised and Introduced Into A Research Pmentioning

confidence: 99%

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Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Barberà

Clarà

2012

ISRN Education

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Time has been argued by several influential approaches as essential for understanding learning and teaching processes. In elearning, however, the traditional time limits of such processes are modified, which implies challenges and possibilities for elearning research. This paper is aimed at understanding how time is included in empirical e-learning research literature. With this aim in mind, the paper presents a qualitative review of 24 e-learning papers. Five issues are analysed: the conception of time, its inclusion in an explicative model, its inclusion in the research process, the analytical units, and the data used in the study of time. Based on our analysis, we discuss some implications and potentialities for e-learning research on the relations between time and learning.

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“…[1][2][3][4][5][6][7][8][9][10] Technology is being increasingly used in tertiary education, as it is flexible and offers many possibilities to meet the needs of a large number of learners. In nursing education, E-learning is possibly the most important transformation in teaching since the move from hospital training to the higher education sector.…”

Section: Introductionmentioning

confidence: 99%

Facilitation strategies used in e-learning by nurse educators in Rwanda

Harerimana¹,

Mtshali²

2017

JNEP

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Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

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Interaction, facilitation, and deep learning in cross-cultural chat: A case study

Cited by 92 publications

References 24 publications

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

A Cross-cultural Comparison on Students’ Perceptions towards Online Learning

Time in e-Learning Research: A Qualitative Review of the Empirical Consideration of Time in Research into e-Learning

Facilitation strategies used in e-learning by nurse educators in Rwanda

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