You are here:

A Qualitative Analysis of Situated Web-Based Instruction
PROCEEDINGS

,

American Educational Research Association Annual Meeting,

Abstract

This paper presents results of research on an intensive online graduate level course in Web-based instruction (WBI) delivered via the same medium. The classes, offered concurrently at the University of Memphis and at Georgia State University, provide students with experiences centered around three areas: being a student in an online environment; being a designer and developer of online learning; and being a critic of WBI materials and resources. The results of analysis of the data collected over three semesters of this course are addressed, and findings are discussed in the areas of: synchronous versus asynchronous interaction; the importance of technical prowess; aids and barriers to the establishment of a learning community; and the affective dimensions of WBI. The paper concludes that careful consideration must be made of learners, the environment, and other issues associated with an educational system. Contains 18 references. (AEF)

Citation

Harmon, S.W. & Jones, M.G. (2000). A Qualitative Analysis of Situated Web-Based Instruction. Presented at American Educational Research Association Annual Meeting 2000. Retrieved March 19, 2024 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.