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首页> 外文学位 >An investigation of the effects of instructional strategy (instructor-centered versus learner-centered) and communication mode (synchronous and asynchronous) on student learning and interaction in a web-based environment.
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An investigation of the effects of instructional strategy (instructor-centered versus learner-centered) and communication mode (synchronous and asynchronous) on student learning and interaction in a web-based environment.

机译：在基于Web的环境中，研究教学策略（以讲师为中心与以学习者为中心）和交流模式（同步和异步）对学生学习和互动的影响。

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摘要

As web-based teaching and learning has become more widely used in academia, more research is needed to determine the effectiveness of online courses. This study is an attempt to add to the literature on interaction in web environments as well as the literature exploring instructor-centered and learner-centered as an instructional strategy. The purpose of this study was to examine the effects of instructional strategy and communication mode on student learning and interaction in a web-based environment. The quasi-experimental design featured two treatment groups, instructor-centered and learner-centered to provide a comparative analysis of student learning and volume of interactions. The study included fifty-eight (58) participants in an undergraduate business program from a historically Black land-grant university located on the eastern shores of Maryland.; The Web-CT course management system was used to create online learning delivery contexts for two sections of the face-to-face Business Communications course offered during the spring, 2003. The study examined a unit from the face-to-face course in the adjunct mode. The delivery of unit content and activities were introduced and guided by the instructor in the instructor-centered group, while participants in the learner-centered group were allowed to work at their own pace and become self-directed. Both treatment groups studied the same content and were provided the opportunity for appropriate and equal interactions with content, the instructor, and other students on a voluntary basis. Additionally, both treatment groups were provided the opportunity to contribute to the unit of study through the use of synchronous and asynchronous communication tools.; Data sources included a letter portfolio and objective test to analyze student learning and frequency calculations to determine the volume of interaction in the synchronous and asynchronous modes of communication. The analysis revealed: (1) no significant difference across treatment groups for student learning; (2) the volume of interactions within treatment groups was statistically significant with strong evidence to suggest that there is more activity with the asynchronous mode compared to the synchronous mode in both groups; and (3) the volume of interactions between treatments groups was not statistically significant.
机译：随着基于网络的教与学在学术界越来越广泛地使用，需要更多的研究来确定在线课程的有效性。这项研究是为了增加有关网络环境中交互作用的文献，以及探索以教师为中心和以学习者为中心的教学策略的文献。这项研究的目的是研究基于网络的环境中教学策略和交流模式对学生学习和互动的影响。准实验设计有两个治疗组，以讲师为中心和以学习者为中心，以比较分析学生的学习情况和互动量。该研究包括来自马里兰州东海岸一所历史悠久的黑人土地授予大学的商业课程的五十八（58）名参与者。 Web-CT课程管理系统用于为2003年春季提供的两个面对面商务交流课程的两个部分创建在线学习交付上下文。该研究检查了该课程中面对面课程的一个单元。辅助模式。单元内容和活动的交付是由以讲师为中心的小组的讲师介绍和指导的，而以学习者为中心的小组的参与者则可以按照自己的进度工作并变得自律。两个治疗组研究了相同的内容，并在自愿的基础上提供了与内容，讲师和其他学生进行适当和平等互动的机会。此外，两个治疗组都有机会通过使用同步和异步通信工具为研究单元做出贡献。数据来源包括信函档案和客观测试，以分析学生的学习和频率计算，以确定同步和异步通信模式下的交互量。分析显示：（1）各治疗组在学生学习方面无显着差异； （2）治疗组内的相互作用量具有统计学意义，有力的证据表明，与同步模式相比，异步模式下两组都有更多的活动； （3）治疗组之间的相互作用量没有统计学意义。

著录项

  • 作者

    Guy, Retta H.;

  • 作者单位

    University of Kentucky.;

  • 授予单位 University of Kentucky.;
  • 学科 Education Curriculum and Instruction.; Education Business.; Education Technology.; Business Administration Management.
  • 学位 Ed.D.
  • 年度 2004
  • 页码 147 p.
  • 总页数 147
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;贸易经济;
  • 关键词

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