Perceptions of Interaction: The critical predictor in distance education

Fulford, Catherine P.; Zhang, Shuqiang

doi:10.1080/08923649309526830

Cited by 275 publications

(141 citation statements)

References 11 publications

Supporting

Mentioning

123

Contrasting

Unclassified

Order By: Relevance

“…Cognitive engagement may occur not only individually but also through social interaction (Fahy, 2002), especially for adult students. Other scholars (Fulford & Zhang, 1993;Anderson & Garrison, 1995;Rourke & Anderson, 2000) have made similar constructivist arguments that learning is supported and enabled through interaction with others. In addition to direct performance effects such as are seen in this study, perceptions of connection and relationship also may contribute social support that indirectly influences learning and performance by providing encouragement and both content and process-oriented feedback.…”

Section: Discussionmentioning

confidence: 99%

Relational Communication Behaviors and Related Outcomes in an Online Class

Russo

2003

InSITE Conference

View full text Add to dashboard Cite

This study investigated how in one graduate genetics class, verbal/textual cues of relational communication were related to perceptions of presence, student performance, and student satisfaction with their learning. Data were gathered from subthread posts to the class discussion site, student responses to a summative survey, and instructor evaluation of performance.Results of the study indicated a statistically significant regression relationship between frequency of textual relational cue use in subthread postings and performance in the class. There was no significant relationship between cue use and perceptions of presence of the other students, of the instructor, or of selfassessed presence. Similarly, there was no significant relationship between cue use and student satisfaction with their learning.This pilot study demonstrates the presence and importance of textual relational cues and argues for extension and replication of the examination of the ir role in signaling relationship and engagement in online classes.

show abstract

Section: Discussionmentioning

confidence: 99%

Relational Communication Behaviors and Related Outcomes in an Online Class

Russo

2003

InSITE Conference

View full text Add to dashboard Cite

show abstract

“…La satisfaction se rapporte autant à la motivation intrinsèque qu'à la motivation extrinsèque. Même si, dans la recherche de Huang, Diefes-Dux, Imbrie, Daku et Kallimani (2004), ce modèle n'a pas connu de bons résultats à propos de l'attention et de la satisfaction, plusieurs autres recherches l'ont validé (Astleitner et Lintner, 2004 ;Chyung, Winiecki et Fenner, 1999 ;Feng et Tuan, 2005 ;Fulford et Zhang, 1993 ;Shellnut, Knowlton et Savage, 1999 ;Tilar et Rossett, 1993). Selon Keller (1984Keller ( , 1987c, l'utilisation de ce modèle n'est pas une garantie de succès, puisqu'elle demande une bonne dose de jugement et d'expérience.…”

Section: Le Modèle De Kellerunclassified

Augmenter la persévérance et la réussite en formation à distance à l’aide d’un programme motivationnel*

Racette

2010

rse

View full text Add to dashboard Cite

Le modèle de résolution de problèmes en motivation de Keller a été utilisé pour diminuer les obstacles à la motivation des étudiants d’un cours universitaire de comptabilité offert à distance. Ces problèmes ont été répertoriés dans les écrits scientifiques pour ce type de cours. Des messages en lien avec ces questions ont été acheminés à 33 de ces étudiants, ce qui a eu pour effet d’augmenter significativement leur motivation, leur réussite et leur persévérance comparativement à un groupe témoin de 33 étudiants (p < 0,05). Les messages adaptés aux problèmes que connaît ce type de clientèle ont permis d’atteindre un bon rapport coût/bénéfice.In an effort to reduce motivation problems that plague students enrolled in distance learning courses, the Keller model was employed with distance learning students taking a university accounting course. Lack of motivation has been identified and explored in the literature as a problem in such courses. Relevant messages addressing these issues were sent to 33 students, which resulted in significantly increased motivation, persistence, and success rates compared to a control group of 33 students (p < 0,05). Messages tailored to the problems facing distance learning students therefore achieved a cost/benefit.El modelo de Keller de resolución de problemas en motivación ha sido utilizado para disminuir los obstáculos a la motivación de los estudiantes de un curso universitario de contabilidad impartido a distancia. Estos problemas han sido señalados en los textos científicos en este tipo de cursos. Mensajes relacionados con estas cuestiones fueron transmitidos a 33 de estos estudiantes, lo que tuvo por efecto de incrementar significativamente su motivación, su éxito y su perseverancia en comparación con un grupo control de 33 estudiantes (p < 0,05). Los mensajes adaptados a los problemas a los cuales se enfrentan este tipo de clientela permitieron alcanzar una buena relación costo/beneficio

show abstract

“…There is some evidence to suggest value in "vicarious interaction," in which non-active participants gain from observing and empathizing with active participants (Sutton, 2001;Fulford and Zhang, 1993). However, high levels of interaction generally require the actors to be personally active and engaged in the interaction.…”

Section: Assessing the Level Of Interactivitymentioning

confidence: 99%

IRRODL Volume 4, Number 2

Authors

2003

IRRODL

View full text Add to dashboard Cite

Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

show abstract

Perceptions of Interaction: The critical predictor in distance education

Cited by 275 publications

References 11 publications

Relational Communication Behaviors and Related Outcomes in an Online Class

Relational Communication Behaviors and Related Outcomes in an Online Class

Augmenter la persévérance et la réussite en formation à distance à l’aide d’un programme motivationnel*

IRRODL Volume 4, Number 2

Contact Info

Product

Resources

About