Increasing Social Interaction in Online Classes Through Live E-learning
PROCEEDINGS
Janice Wilson Butler, Michael Sullivan, University of Texas at Brownsville, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
Social interaction is a driving force in the behaviors and interests of Net Gen learners. Not surprisingly, alienation and isolation are primary reasons students drop or stop enrolling in online courses. This session provides rationale for the use of live e-learning tools in online courses to bridge the isolation students often feel. While these tools keep the learners involved and participative by providing a sense of community, they nevertheless present challenges in the initial stages of implementation. Multiple suggestions for overcoming inevitable technology glitches and management challenges faced when implementing live e-learning strategies will be discussed. Ideas for monitoring the effectiveness of e-discourse, attributes of genuine social interactions versus pseudo dialogues, and social cohesiveness in live e-learning classes will also be discussed. A demonstration of live e-learning will provide insight into the dynamics of using this tool in an online environment.
Citation
Wilson Butler, J. & Sullivan, M. (2007). Increasing Social Interaction in Online Classes Through Live E-learning. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 189-194). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 11, 2021 from https://www.learntechlib.org/primary/p/26326/.
© 2007 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Muilenburg, L.Y., Zane L., & Berge, Z.L. (2005). Student barriers to online learning: A factor analytic study. Distance Education (26)1, 29 – 48.
- Stodel, E.J., Thompson, T.L., & MacDonald, C.J. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. (2006). The International Review of Research in Open and Distance Learning (7)3. Retrieved January 2, 2007 from http://www.irrodl.org/index.php/irrodl/article/ View/325/743
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