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Investigating participants' behaviors in a Web-delivered distance education course as evidenced in text-only messages posted to online discussion boards.

机译：在网上开设的远程教育课程中调查参与者的行为，如在线讨论板上发布的纯文本消息所证明的。

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The present study sought to understand what happened during one web-delivered distance education course offered as professional development for teachers. Within the context of the sample, the present study investigated participants' behaviors as evidenced in their text-only messages posted to the asynchronous, online bulletin boards, the only means of communication in the course. The present study analyzed the content of participants' messages identifying (1) the types and quantity of behaviors participants evidenced in their messages, (2) the ways participants used the elements of the text-only communication environment and (3) how participants enacted their roles as students and teachers.; The sample studied was one offering of the web-delivered distance education course offered by WNET, the New York and New Jersey public broadcasting system. The United Federation of Teachers used the WNET web-delivered course as part of a professional development course offered to New York City's public-school teachers. The participants in the sample consisted of 45 students and 2 teachers who were all New York City public school teachers and UFT members.; The present study found participants were actively engaged in the course with student interacting with other students and with the teachers. Students and course teachers collaborated with each other about course related and non-course related topics. The learning environment was student-centered as students initiated the majority of actions and course teachers responded to those actions. Students posted 65% and course teachers posted 35% of the 1,419 messages. Of the 917 students' original message, 63% were original messages and 37% were replies to course teachers and other students. 97% of the teachers' messages were replies to students. The teachers reacted to students by providing responses to student initiated actions and discussions. Students and teachers shared the responsibility of a traditional teacher role. Students helped each other with assignments and provided feedback on students' assignments. Course teachers retained such tasks as monitoring students' progress in the course to meet the requirements to receive CEU credits.; Students and course teachers consciously chose to use the elements of the text-only environment for a number of purposes. They used the elements of written text to create social presence and to create an informal and conversational communication environment. Students created social presence that not only projected their persona but also engaged other students in creating a communication community. Students included remarks of a personal and professional nature in the assignments submitted and the other messages posted.; Overall, the participants in the sample studied created a warm and conversational communication environment. Students and course teachers were engaged participants creating an active, student-centered learning environment.

机译：本研究试图了解在作为教师专业发展提供的一门网络提供的远程教育课程中发生了什么。在样本的背景下，本研究调查了参与者的行为，这是他们在异步，在线公告板上发布的纯文本消息所证明的，这是课程中唯一的交流手段。本研究分析了参与者消息的内容，确定了（1）参与者在消息中证明的行为的类型和数量，（2）参与者使用纯文本通信环境的元素的方式，以及（3）参与者如何制定自己的行为。作为学生和老师的角色。研究的样本是由WNET，纽约和新泽西公共广播系统提供的Web远程教育课程的一种提供。联合教师联合会使用WNET网络提供的课程作为向纽约市公立学校教师提供的专业发展课程的一部分。样本的参与者包括45名学生和2名教师，均为纽约市公立学校的教师和UFT成员。本研究发现，参与者与其他学生以及与老师的互动与学生积极参与了该课程。学生和课程老师就课程相关主题和非课程相关主题相互协作。学习环境是以学生为中心的，因为学生发起了大多数动作，而课程老师对此做出了回应。在1,419条消息中，学生张贴了65％，课程老师张贴了35％。在917名学生的原始信息中，有63％是原始信息，而37％是对课程老师和其他学生的答复。老师的留言中有97％是对学生的答复。老师对学生的反应是对学生采取的行动和讨论作出回应。学生和老师承担着传统老师角色的责任。学生在作业上互相帮助，并提供有关学生作业的反馈。课程老师保留了诸如监视学生在课程中的进度以符合获得CEU学分的要求之类的任务。学生和课程老师有意识地选择将纯文本环境的元素用于多种目的。他们使用书面文本的元素来创建社交氛围并创建非正式的会话交流环境。学生创造了社交氛围，不仅可以投射他们的角色，还可以吸引其他学生来创建交流社区。学生在提交的作业和张贴的其他信息中包括个人和专业性质的评论。总体而言，所研究样本中的参与者创造了一个温暖而对话的交流环境。学生和课程老师是参与的参与者，创造了一个活跃的，以学生为中心的学习环境。

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Kieran-Greenbush, Sheila.;
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作者单位

Teachers College, Columbia University.;

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授予单位 Teachers College, Columbia University.;
学科 Education Teacher Training.; Education Technology.
学位 Ed.D.
年度 2006
页码 289 p.
总页数 289
原文格式 PDF
正文语种 eng
中图分类教师;
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2. Sharing, supporting and sobriety: A qualitative analysis of messages posted to alcohol-related online discussion forums in the United Kingdom [J] . CoulsonN.S. Journal of substance use . 2014,第1a2期

机译：共享，支持和清醒：对张贴在英国与酒精相关的在线讨论论坛上的消息的定性分析
3. The complexity of text-based computer mediated communication: a system for automated representation of discussion threads' messages in asynchronous distance education for a [J] . Kiriakos Patriarcheas, Michalis Xenos International journal of innovation and regional development . 2015,第3期

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4. Multiple Perspectives - Assessing Student Learning in Distance Based Education though Asynchronous Online Discussions [C] . Donna DUELLBERG, Mary Ann SWENDSEN, Christine HANSEN International Multi-Conference on Society, Cybernetics and Informatics . 2013

机译：多重视角 - 评估距离基于距离教育的学生学习，但异步在线讨论
5. Value co-creation in online health communities: The role of participants' posts, network position and behavioral patterns. [D] . Van Oerle, Sarah. 2016

机译：在线医疗社区中的价值共创：参与者帖子，网络位置和行为模式的作用。
6. Reducing the distance: providing challenging and engaging online postgraduate education in pain management [O] . Elizabeth Devonshire, Sarah E Henderson 2012

机译：缩小距离：在疼痛管理方面提供具有挑战性的在线研究生教育
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

Investigating participants' behaviors in a Web-delivered distance education course as evidenced in text-only messages posted to online discussion boards.

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