The relationship between academic discipline and dialogic behavior in open university course forums
IRRODL Volume 11, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students’ and instructors’ active participation in the forum (posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types.
Gorsky, P., Caspi, A., Antonovsky, A., Blau, I. & Mansur, A. (2011). The relationship between academic discipline and dialogic behavior in open university course forums. The International Review of Research in Open and Distributed Learning, 11(2), 49-72. Athabasca University Press.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives
Elena Barber, Open University of catalonia; Ludmila Layne & Charlotte Gunawardena
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
Something for everyone? The different approaches of academic disciplines to Open Educational Resources and the impact on widening participation
Tony Coughlan, Support Centre for Open Resources in Education (SCORE), The Open University; Leigh-Anne Perryman, Centre for Research in Education and Educational Technology (CREET), The Open University
Journal of Open, Flexible, and Distance Learning Vol. 15, No. 2 (2011) pp. 11–27
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.