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Different Group Configurations and Different Reading and Writing Activities in Online Graduate Courses
PROCEEDINGS

, , CTL, OISE/UT, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

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 participation. However, the effects of group configurations on note reading and writing are not clear and have not been empirically investigated. This study explored the relationships between different group configurations (large whole classes, large classes with subgroups, and small whole classes) and note reading and writing activities in discussions in online graduate courses. We conducted a quantitative analysis of 25 online graduate courses from OISE/UT WebKF databases. The results revealed that students' and instructors' note reading and note writing activities differed across the three different group configurations, and thus may affect learning results. This study also intends to inform graduate online course instructors and designers of paying attention to the effects of group configurations on note reading and writing.

Citation

Qiu, M. & Hewitt, J. (2007). Different Group Configurations and Different Reading and Writing Activities in Online Graduate Courses. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1789-1798). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2022 from .

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