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Teaching Resources |
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Journals/Electronic Publications
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Name |
The
Moderators Home Page |
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Type |
Resources Web Page |
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Description |
This page is a growing set of resources for moderators and
moderators-to-be of online discussion in both academic and non-academic
settings linked to full text of articles with abstracts |
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Name |
Mindweave:
Communication, Computers and Distance Education (1989) |
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Type |
Electronic book |
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Description |
This book has useful chapters outlining the various
on-line services available for education and techniques for integrating CMC
into education |
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Name |
Ted's
Cooperative Learning e-book |
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Type |
Electronic book |
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Name |
Journal
Of Computer-Mediated Communication |
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Type |
Electronic Journal |
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Name |
Education
at a Distance |
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Type |
Electronic Journal |
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Description |
The Official Publication of United States Distance
Learning Association. |
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Name |
DeLiberations
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Type |
Electronic Resource of material |
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Description |
Resource for educational developers, librarians, academic
staff and managers in education, with material arranged generically, by
discipline and by educational issues. |
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Academic Papers/ Articles
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Title |
Perceptions
of e-moderators about their roles and functions in moderating electronic
mailing lists |
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Author |
Berge, Z.L. & Collins, M.P. (2000). |
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Abstract |
Reported here are responses gathered using a probabilistic
survey (n=162). Indications of what this group of electronic mailing list
moderators, or emoderators, perceive about their roles, tasks, and
responsibilities as list moderators. The issues explored revolve around mailing
list moderators' conceptions of their roles, their rationale for moderating or
not moderating their mailing lists, where they learned their craft, and where
moderating lists fits into the context of their lives. With such descriptions
of the tasks and roles of practicing moderators, better training could be
developed for those persons wishing to function effectively as on-line
discussion facilitators and moderators, as part of their on-line teaching for
instance. Findings confirmed previous research that moderators perceive among
their roles those of a filter, firefighter, facilitator, editor, manager,
discussion leader, content expert, helper, and marketer. The moderators
responding to this survey cited as reasons a mailing list should be moderated
as keeping the signal-to-noise ratio high; keeping the discussion focused
within the topic of the list's mission; keeping down "flames"; and
digesting/editing posts. Most learned to moderate online discussion lists by
watching others perform those functions--rather like apprentices, and either
volunteered to be a list moderator, were invited to be, or started their own
lists. They report being involved in list moderation because the list is work
related, or is part of their leisure activity, or is part of both. |
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Title |
Online
Learning: Ways to Make Tasks Interactive |
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Author |
Denis Lander |
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Abstract |
It is now generally accepted that the interactivity of
online tasks is an important determinant of learning. A variety of examples of
interactive programs available on the web are shown. A description of the way
an online Psychology lab is used illustrates how interactivity can enhance the
understanding of concepts. |
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Title |
A
Framework for Designing Questions for Online Learning |
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Author |
Lin Muilenburg, MA |
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Abstract |
The discussion method is one of the most commonly used
pedagogical techniques in the online classroom. Discussion is widely used
because it can promote several types of thinking -- and certain types of thinking
especially those characterised as constructivist, are important in education.
Proper attention to the design, facilitation, and maintenance of an online
instructional discussion is critical to promote students' constructive
thinking. Questioning is a significant instructional design element for the
promotion of effective discussion. This article describes a theoretical
framework for designing questions for starting online discussion and follow-up
questions to maintain the discussion. This framework is placed within a broader
context of discussion within a constructivist, online environment. Numerous
examples of discussion questions which were gathered from experienced online
instructors are presented with the goal of preparing students and teachers to
participate effectively in online discussions. |
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Title |
Student
Feedback via the World Wide Web |
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Author |
Dianne Hagan, Monash University, Melbourne |
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Abstract |
Student perceptions of the first year programming subjects
in the Faculty of Computing and Information Technology at Monash University are
often that they are much more difficult than their other subjects, time
consuming, and unnecessary because many jobs in the computing industry do not
involve programming. The majority of students in the past achieved relatively
poor results in programming subjects compared to their other subjects and
chose, at the earliest opportunity, not to continue with programming.
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Title |
Successful
Online Teaching Using An Asynchronous Learner Discussion Forum |
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Author |
Mark H. Rossman, Ed.D Capella University |
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Abstract |
At Capella University online courses are offered using an
asynchronous learner discussion forum. At the conclusion of each course,
learners are requested to complete and electronically submit a course
evaluation form.
A document analysis of more than 3000 course evaluations
from 154 courses conducted during the past 11 quarters was conducted. Each
course folder was reviewed. The narrative responses were ultimately grouped
into the following categories: Faculty Feedback, Learner Discussions and Course
Requirements. General observations related to these categories were presented
followed by several tips for successful teaching in an online environment using
an asynchronous learner discussion forum. The tips were initially generated by
the document analysis. Additional tips were added and the list was revised each
quarter following the end-of-quarter teleconference with the instructors.
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Title |
The
Collaborative Aspects of Online Learning: A Pilot Study |
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Author |
Donald Wilson McMurray and Marinka Ellen Dunlop, Southern
Cross University |
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Abstract |
This paper contributes to the emerging body of literature
on online learning. There are already promising indications that the Web is a
viable means to increase access to education. Evidence is not as forthcoming
when the Web is used as a tool for learning, as opposed to a medium for
delivering. Accordingly, this paper describes a pilot program involving the
design, delivery and evaluation phases of a suite of courses within an
undergraduate program at Southern Cross University. A central research question
was to what extent do these newer collaborative technologies improve the
quality of the overall learning of distance education students studying
completely online?
During the six months long development phase staff engaged
in a collaborative and dynamic approach to the design of the online materials.
Important issues fundamental to the notion of academic freedom arose during
this phase. In the delivery phase pitfalls in moving from the design to the
implementation stage are put forward. Chief amongst these is the tendency to
move students too far too soon in terms of embracing new technology. During the
evaluative phase, data showed that while interactivity served the purpose of
fulfilling both academic and social needs of a geographically disparate group
of adult learners, it became evident that computer-based collaboration rests
upon a different set of assumptions about the nature of learning. Outcomes were
linked to theories of situated cognition which pay particular attention to the
social context within which learning occurs. A number of developmental
strategies are suggested. |
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Title |
Online
Learning Communities |
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Author |
Marcy Bauman Writing Program, University of
Michigan-Dearborn |
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Abstract |
While a great deal of attention is currently being paid to
putting individual courses or entire degree programs online, less attention is
being paid to other components -- affective and social, as well as cognitive --
of a college education, some of which take place outside of class time, and
some of which take place during class, but not during instructional time per
se. This presentation attempts to alert people to the importance of those other
components of a college education, and to suggest ways to foster them
online. |
Collaborative Learning Organisations and
Materials
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