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A case study describing student experiences of learning in an interactive computer -mediated communication context in a distance education environment.

机译：案例研究描述了学生在远程教育环境中在交互式计算机介导的交流环境中学习的经历。

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摘要

The purpose of this study was to describe and improve understanding of adult students' experiences of learning in an interactive computer-mediated communications context in a distance education environment. Within a constructivist perspective, the theoretical framework for this study was based on collaborative learning theories.;The study setting was an eight-week, Internet-based undergraduate/graduate distance education course, Sociology of Poverty, sponsored by a medium-sized midwestern university. The computer-mediated course was designed by the instructor to support active and collaborative learning among students at a distance.;Study participants included two graduate students and five undergraduate students who volunteered their participation. One professor delivered course and Web-site instruction, aided by one technical assistant. In this descriptive study, responses of participants were collected through a series of individual interviews, field observations, student learning journals, and the researcher's field journal. Evidence collection focused on learners' responses to the synchronous and asynchronous (e-mail messaging) computer-mediated communications of the distance education setting.;Identified were cognitive and affective learning strategies, and descriptions of students' meaningful receiving and expressing experiences. Two cognitive learning strategies were identified: Management of personal resources and management of technology. Two affective learning strategies were identified: Management of self and management of others. The computer-mediated educational context was found to have influenced students' cognitive and affective experiences of learning, and synchronous computer conferencing was judged a potentially motivational and effective tool for interactive learning in a distance education environment. important impacts on students' learning experiences included learner characteristics, the design of the Web-based course and its computer-mediated components, the structure of interactivity in the computer-mediated communications, and the moderation of the weekly synchronous computer conferences. Conclusions and recommendations of this study focused on these five influences.;Implications for future Internet-based distance course design and development included the need for opportunities for students to establish connections with peers early in the course and the need for learner input into course content. Further research requirements revealed included student collaboration in a computer-mediated environment, student-teacher power relations, moderation of synchronous computer conferences, and the integration of online experiences with community-based field experiences.
机译：这项研究的目的是描述和增进成人学生在远程教育环境中在交互式计算机介导的交流环境中学习的经验。在建构主义的视角下，本研究的理论框架基于协作学习理论。;研究背景是为期八周的基于互联网的本科/研究生远程教育课程，贫困社会学，由一所中型中型大学赞助。该计算机课程由教师设计，以支持远距离学生之间的主动和协作学习。研究参与者包括两名自愿参加的研究生和五名本科生。一位教授在一名技术助理的协助下提供了课程和网站指导。在此描述性研究中，通过一系列的个人访谈，现场观察，学生学习期刊和研究人员的现场期刊收集了参与者的反馈。证据收集的重点是学习者对远程教育环境中同步和异步（电子邮件）计算机介导的通信的反应。确定的是认知和情感学习策略，以及对学生有意义的接收和表达体验的描述。确定了两种认知学习策略：个人资源管理和技术管理。确定了两种情感学习策略：自我管理和他人管理。发现计算机介导的教育环境影响了学生的学习认知和情感体验，并且同步计算机会议被认为是在远程教育环境中进行交互式学习的潜在动机和有效工具。对学生学习经历的重要影响包括学习者的特征，基于Web的课程及其计算机介导组件的设计，计算机介导的交流中的交互结构以及每周一次的同步计算机会议的主持人。本研究的结论和建议集中在这五个影响上。未来基于Internet的远程课程设计和开发的含义包括：学生有机会在课程早期与同龄人建立联系，以及学习者对课程内容的投入。进一步的研究要求表明，包括在计算机介导环境中的学生协作，学生与教师之间的权力关系，同步计算机会议的主持以及在线体验与基于社区的现场体验的集成。

著录项

  • 作者

    Sorg, Judith Jean.;

  • 作者单位

    Ball State University.;

  • 授予单位 Ball State University.;
  • 学科 Education Curriculum and Instruction.;Education Adult and Continuing.;Education Technology of.
  • 学位 D.Ed.
  • 年度 2000
  • 页码 414 p.
  • 总页数 414
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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