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The Effects of Teacher Discourse in Computer-Mediated Discussion
ARTICLE

Journal of Educational Computing Research Volume 8, Number 3, ISSN 0735-6331

Abstract

Describes a study that examined increasing peer interaction in an asynchronous learning environment by investigating the effect of a teacher's discourse style on the level and quality of student participation in a computer-mediated discussion. Three discourse styles (i.e., questions, statements, and conversational) are studied, and further research is suggested. (21 references) (LRW)

Citation

Ahern, T.C. (1992). The Effects of Teacher Discourse in Computer-Mediated Discussion. Journal of Educational Computing Research, 8(3), 291-309. Retrieved March 26, 2019 from .

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Cited By

  1. Content Analysis of Online Discussion in Educational

    Noriko Hara, Curtis J. Bonk & Charoula Angeli, Indiana University

    Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 887–889

  2. Stretching Computer Mediated Learning Environments

    Christina Dehler, Concordia University

    Society for Information Technology & Teacher Education International Conference 1998 (1998) pp. 566–570

  3. Assessing student learning in a Web-based learning environment (WBLE)

    Andrew Topper, GVSU School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2526–2531

  4. Evaluating Online Interaction in an Asynchronous Learning Environment: A Conversation Analysis Approach

    Chia-Huan Ho, University at Albany, SUNY, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 237–240

  5. Are they e-learning what we’re e-teaching? An exploration into what teachers learn (and how to facilitate it) in an online graduate course

    Andrew Topper, GVSU School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3059–3065

  6. The role of interaction and discourse in distance education: the STTAR model of teaching and learning online

    Richard Ferdig, University of Florida, United States; Andrew Topper, GVSU School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2865–2871

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