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Group and Class Contexts for Learning and Support Online: Learning and Affective Support Online in Small Group and Class Contexts

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Title: Group and Class Contexts for Learning and Support Online: Learning and Affective Support Online in Small Group and Class Contexts
Language: English
Authors: Anderson, Bill, Simpson, Mary
Source: International Review of Research in Open and Distance Learning. Nov 2004 5(3).
Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2004
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Distance Education, Asynchronous Communication, Virtual Classrooms, Student Attitudes, Student Surveys, Participant Satisfaction, Delivery Systems, Group Discussion, Aptitude Treatment Interaction, Use Studies, Teacher Education Programs, Instructional Effectiveness, Network Analysis, Context Effect
ISSN: 1492-3831
Abstract: This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem. (Contains 5 tables and 3 figures.)
Abstractor: As Provided
Number of References: 18
Entry Date: 2009
Accession Number: EJ853877
Database: ERIC
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  Data: Group and Class Contexts for Learning and Support Online: Learning and Affective Support Online in Small Group and Class Contexts
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  Data: <searchLink fieldCode="AR" term="%22Anderson%2C+Bill%22">Anderson, Bill</searchLink><br /><searchLink fieldCode="AR" term="%22Simpson%2C+Mary%22">Simpson, Mary</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distance+Learning%22"><i>International Review of Research in Open and Distance Learning</i></searchLink>. Nov 2004 5(3).
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  Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: PDF
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  Data: 15
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Satisfaction%22">Participant Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Aptitude+Treatment+Interaction%22">Aptitude Treatment Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink>
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  Data: 1492-3831
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  Label: Abstract
  Group: Ab
  Data: This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem. (Contains 5 tables and 3 figures.)
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  Data: 2009
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  Data: EJ853877
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Asynchronous Communication
        Type: general
      – SubjectFull: Virtual Classrooms
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Participant Satisfaction
        Type: general
      – SubjectFull: Delivery Systems
        Type: general
      – SubjectFull: Group Discussion
        Type: general
      – SubjectFull: Aptitude Treatment Interaction
        Type: general
      – SubjectFull: Use Studies
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Network Analysis
        Type: general
      – SubjectFull: Context Effect
        Type: general
    Titles:
      – TitleFull: Group and Class Contexts for Learning and Support Online: Learning and Affective Support Online in Small Group and Class Contexts
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            NameFull: Simpson, Mary
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              M: 11
              Type: published
              Y: 2004
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              Value: 1492-3831
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