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An examination of asynchronous communication experiences and perspectives of students in an online course: a case study
ARTICLE

Internet and Higher Education Volume 6, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The purpose of this qualitative case study was to explore the asynchronous communication perspectives and experiences of undergraduate students in an online course. Interviews with 22 preservice teachers, student-to-instructor email transcripts, asynchronous discussion transcripts, and two independent reviewers' reviews of the asynchronous discussions were used to collect and analyze the data. The results of this study have implications for the effective design of asynchronous communication, and interaction between student and instructor, between student and student, and between student and content. The results inform researchers and practitioners of the factors, strategies and barriers that need to be taken into account, and suggestions for how to overcome barriers when utilizing asynchronous communication tools for learning. A comprehensive understanding of computer-mediated communication tools and student preferences and experiences can contribute to a knowledge base for effective planning and implementation of successful learning.

Citation

Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: a case study. Internet and Higher Education, 6(1), 77-90. Elsevier Ltd. Retrieved August 23, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(02)00164-1

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