PATTERNS OF LEARNER-LEARNER INTERACTION IN DISTANCE LEARNING NETWORKS
C. Candace Chou, University of Hawaii, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examines the different patterns of online interaction between asynchronous communication and synchronous communication networks. Discussion transcripts were analyzed and coded using Bale's Interaction Process Analysis (IPA) model (revised and expanded version). The preliminary findings showed significant differences in the interaction between social-emotional and task-oriented contents. There was a higher percentage of social-emotional oriented interaction in synchronous communication. Whereas in asynchronous communication mode, a significantly higher percentage of online interaction were task-oriented. Furthermore, asynchronous discussion appeared to be mostly one-way communication and synchronous discussion showed evidence of two-way communication.
Chou, C.C. (2000). PATTERNS OF LEARNER-LEARNER INTERACTION IN DISTANCE LEARNING NETWORKS. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 207-212). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)