Search results for author:"Robert Woods"
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How Much Communication Is Enough in Online Courses? Exploring the Relationship between Frequency of Instructor-Initiated Personal Email and Learner's Perceptions of and Participation in Online Learning
International Journal of Instructional Media Vol. 29, No. 4 (2002) pp. 377–94
Describes a study of doctoral program students that investigated whether more frequent instructor-initiated emails would result in more favorable student perceptions of the student-faculty relationship, higher student ratings of perceives sense of...
American Journal of Distance Education Vol. 17, No. 2 (2003) pp. 99–118
The authors employed multiple data-collection procedures to determine which of four personal (non-subject-matter-specific) discussion folders would be used most frequently by online learners in two online courses, and which would be rated more...
International Review of Research in Open and Distance Learning Vol. 5, No. 2 (Aug 01, 2004)
This article presents the concepts of interaction and immediacy and discusses their theoretical frameworks, implications, and relationship with one another. The authors propose the development of a new conceptual model and recommend additional...
The Effect of Instructor's Use of Audio E-Mail Messages on Student Participation in and Perceptions of Online Learning: A Preliminary Case Study
Open Learning Vol. 16, No. 3 (2001) pp. 263–78
Describes a study of a graduate level online course that investigated whether the systematic use of instructor-initiated audio emails, as a supplement to regular textual forms of communication, would increase students' participation in group...
Becoming a "Communal Architect" in the Online Classroom--Integrating Cognitive & Affective Learning for Maximum Effect in Web-Based Learning
Online Journal of Distance Learning Administration Vol. 6, No. 1 (2003)
Discusses several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Introduces a "communal scaffolding" model which lets instructors conceptualize how affective and cognitive...
Using Online Community Building Strategies to Enhance and Extend Learning in Online Courses – The “Communal Scaffold” as Conceptual Bridge
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2543–2546
The "communal scaffold" as proposed by the authors is a way for instructors to conceptualize the relationship between affective and cognitive learning in the online setting. The scaffold sets guidelines for effective online and offline community...
Becoming a "communal architect" in the online classroom: Integrating cognitive and affective learning for maximum effect in web-based education
Journal of Open, Flexible, and Distance Learning Vol. 7, No. 1 (2003) pp. 52–67
The authors discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses. Before presenting specific strategies, they begin by introducing readers to what they refer to as ...
Journal of Computing in Higher Education Vol. 15, No. 2 (March 2004) pp. 133–151
This article highlights instructional communication and distance education research with an emphasis on the social dynamics of the online learning experience and their impact on the learning experience. Literature related to the twin concepts of...
Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction
Internet and Higher Education Vol. 7, No. 4 (2004) pp. 281–297
The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that ...
Birgit Woods; Elizabeth Whitworth; Aida Hadziomerovic; Jean-Pierre Fiset; Claire Dormann; Sebastien Caquard; Amos Hayes; Robert Biddle
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4430–4435
This paper presents a research endeavor to study how learning can be supported using a computer role-playing game. This research is based on the development of a custom game module designed within the platform of the popular role-playing game,...
Richard F. Schmid; Robert M. Bernard; Eugene Borokhovski; Rana M. Tamim; Philip C. Abrami; Michael A. Surkes; C. Anne Wade; Jonathan Woods
Computers & Education Vol. 72, No. 1 (March 2014) pp. 271–291
This meta-analysis is a study of the experimental literature of technology use in postsecondary education from 1990 up to 2010 exclusive of studies of online or distance education previously reviewed by Bernard et al. (2004). It reports the overall...