Search results for author:"Mingzhu Qiu"
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Northern State University
(2010) pp. 1–244
Class size has long been recognized as a factor affecting achievement in face-to-face contexts. However, few studies have examined the effects of class size in online courses, or the effects of dividing an online class into smaller discussion groups....
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3126–3132
Online collaboration is likely to increase in educational settings in the future, as the trend toward group learning and online course activities and materials continue to merge. Today the benefits of collaborative learning are widely known but...
Fostering both extensive and intensive threaded discourse—Discussion thread development and class size
Computers & Education Vol. 139, No. 1 (October 2019) pp. 81–101
This study aims to explore asynchronous discussion thread initiation and development in length of different class sizes based on analyses of 25 graduate-level courses and 22 interviews. It also targets to generate some suggestions to foster threaded ...
How Different Group Configurations Affected Discussion Thread Development in Online Graduate Courses?
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1799–1806
Abstract: This study is to explore the relationship between group configurations (e.g., large whole classes, large classes with subgroups, and small whole classes) and the discussion thread development in online discussions in graduate courses. I...
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 2505–2510
This article explores instructors’ note writing assessment in online graduate courses. The study analyzed 25 online graduate-level courses (with 341 graduate students and 25 instructors) and 22 interviews (10 instructors and 12 graduate students)....
Comparisons of Instructors’ and Students’ Workloads under Different Group Configurations in Online Graduate Course Discussions
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1512–1518
In online graduate-level courses, students' and instructors' workloads in discussions differ due to class sizes and group configurations (large whole, large with subgroups, and small whole classes). However, instructors' and students' workloads...
Sense of Discussion Thread Initiation in Different Class Sizes and Group Configurations in Online Graduate Courses
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3133–3139
This study is to explore instructors' and students' sense of discussion thread initiation in different sizes of classes and group configurations by adopting grounded theory method and analyzing 22 interviews. The research results uncovered that...
Foster strengths and circumvent weaknesses: Advantages and disadvantages of online versus face-to-face subgroup discourse
Computers & Education Vol. 67, No. 1 (September 2013) pp. 1–11
This article points out some advantages and disadvantages of online over face-to-face subgroup discourse. Using a mixed methods study methodology, five online graduate-level courses were investigated and the experiences from twenty-two participants...
Different Group Configurations and Different Reading and Writing Activities in Online Graduate Courses
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1789–1798
Abstract: Note reading and writing in online courses mediate between the intent of curricular requirement and instruction that occurs in virtual classrooms. Online group configurations almost certainly have important effects on online course...
Computers & Education Vol. 87, No. 1 (September 2015) pp. 151–165
Online discourse reading plays a very important role in collaborative discussions. However, not many studies have examined the influence of group configuration on online discourse note reading. The current study examined note reading workloads and...
Integrating Computer-based Multimedia Instructional Design into Teaching International English Phonetic Symbols
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4365–4372
Is a computer-based multimedia program better than textbooks and tape recorders in learning International English Phonetic Symbols? Does computer animation help adult learners learn IEPS better in this program? This article is to state some theories ...
International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 3 (September 2012) pp. 423–442
Researchers have long recognized class size as affecting students' performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed...
Computers & Education Vol. 71, No. 1 (February 2014) pp. 289–302
This study examines the impact of different strategies for grouping students in online, discourse-intensive distance education courses. The mixed methods research focused on note writing productivity (based on 366 participants in 25 classes) and...