A Comparison of Non-Mandatory Online Dialogic Behavior in Two Higher Education Blended Environments

P. Gorsky, A. Caspi, I. Blau
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引用次数: 7

Abstract

This study compares dialogic behavior in asynchronous course forums with non-mandatory student participation at a campus-based college and at a distance education, Open University. The goal is to document similarities and differences in students' and instructors' dialogic behavior that occur in two similar instructional resources used in two dissimilar learning environments. Quantitative content analysis, derived from the "Community of Inquiry" model, was performed on a year-long course forum from the college. These data were compared with data obtained previously from the Open University course forums. Findings showed that the dialogic behavior in the college forum differed greatly from the dialogic behavior exhibited in distance education forums. Specifically, the frequencies of "social presence", "teaching presence" and "cognitive presence" in the forums differed significantly. However, high frequencies of social presence coupled with low frequencies of cognitive presence at both institutions raise doubts regarding the popular assumption that deep and meaningful learning occurs in asynchronous course forums.
两种高等教育混合环境下非强制性在线对话行为的比较
本研究比较了异步课程论坛中的对话行为与校园学院和远程教育开放大学中非强制性学生参与的对话行为。目的是记录在两种不同的学习环境中使用两种相似的教学资源时,学生和教师对话行为的异同。定量内容分析来源于“社区探究”模式,在学院为期一年的课程论坛上进行。这些数据与之前从开放大学课程论坛获得的数据进行了比较。研究发现,大学论坛的对话行为与远程教育论坛的对话行为存在显著差异。具体而言,论坛中“社会在场”、“教学在场”和“认知在场”的频率差异显著。然而,在这两个机构中,高频率的社交存在加上低频率的认知存在,对流行的假设提出了质疑,即深度和有意义的学习发生在异步课程论坛中。
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