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How adults learn through online asyn...

Teachers College, Columbia University.

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How adults learn through online asynchronous written dialogue.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	How adults learn through online asynchronous written dialogue./
作者:	Lin, Lin.
面頁冊數:	177 p.
附註:	Adviser: Robert McClintock.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Information Science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225170
ISBN:	9780542792762

How adults learn through online asynchronous written dialogue.
Lin, Lin.

How adults learn through online asynchronous written dialogue. - 177 p.

Adviser: Robert McClintock.

Thesis (Ed.D.)--Teachers College, Columbia University, 2006.

The purpose of this study was to understand individual learners' experience of engaging in online dialogue through a phenomenological approach. Two major issues were examined: (1) What is the nature of interactions in online dialogue? (2) What are individual learners' responses and perceptions of online asynchronous written dialogue?

ISBN: 9780542792762Subjects--Topical Terms:

1017528
Information Science.

How adults learn through online asynchronous written dialogue.
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500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2543.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2006.
520 $a The purpose of this study was to understand individual learners' experience of engaging in online dialogue through a phenomenological approach. Two major issues were examined: (1) What is the nature of interactions in online dialogue? (2) What are individual learners' responses and perceptions of online asynchronous written dialogue?
520 $a Ninety-two graduate students from seven online courses participated in the study. In addition to giving permission for the researcher to access and analyze their discussion postings, the participants responded to two instruments. One instrument was called P.E.T. (Personality Empowerment through Type), which was to help the participants discover their psychological type preferences. Another instrument was a survey with 21 open-ended questions seeking the participants' perceptions of their experiences of learning through asynchronous written communication.
520 $a The study reveals the existence of three distinctive and overlapping learning spaces where the individuals used written words to act and interact within the online communication settings. These spaces include the independent study space, the collaborative inquiry space, and the formative expertise space. The research offers illustrative quotes that demonstrate the patterned actions and interactions from the learners. The research concludes with implications and recommendations for learners, educators, instructional designers, and others who are interested in creating and utilizing new technologies for teaching and learning purposes.
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