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Exploring asynchronous and synchronous tool use in online courses
TLDR
We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. Expand
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Scan Rate: A New Metric for the Analysis of Reading Behaviors in Asynchronous Computer Conferencing Environments
TLDR
This article introduces a new computer conferencing metric called Scan Rate, which is a measure of students' and instructors' online reading speed. Expand
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Educational Applications of a Networked Communal Database
TLDR
In this article we present results from classroom uses of Computer Supported Intentional Learning Environments (CSILE) which has functioned as a central, cross-curricular knowledge medium in four elementary classes, spanning Grades 1 through 6. Expand
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Prompting authentic blogging practice in an online graduate course
TLDR
We examine a project in which blogs were implemented within an online graduate course in order to create opportunities for students to reflect on their academic, professional and personal interests, with the goal of establishing consistent blogging that exhibits the timely, frequent and interest-driven practices of blogging practices outside educational contexts. Expand
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Off-line factors contributing to online engagement
Abstract Online discourse environments are increasingly popular both in distance education contexts and as adjuncts to face-to-face learning. For many participants such contexts are experienced asExpand
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The relationship between class size and online activity patterns in asynchronous computer conferencing environments
TLDR
This study analyzes the relationship between class size and student online activity patterns in a series of 28 graduate level computer conferencing courses. Expand
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Influence of group configuration on online discourse writing
TLDR
This study adopted a mixed method study of 25 online courses and 22 interviewees. Expand
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Online class size, note reading, note writing and collaborative discourse
TLDR
This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. Expand
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Social Presence and Online Learning: A Review of Research
Tracing the ways in which social presence is defined and operationalized in the online learning literature, this article analyzes the parallels and places of dissent within the literature of socialExpand
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Capitalizing on social presence:the relationship between social capital and social presence
TLDR
We employ social capital theory to help understand the social presence experiences of students in online learning environments. Expand
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