Interaction Analysis in Online Learning Communities: The Student Leader

Autor/in	Al-Jarf, Reima
Titel	Interaction Analysis in Online Learning Communities: The Student Leader
Quelle	2 (2022) 2, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al-Jarf, Reima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2752-9541
Schlagwörter	Student Leadership; English (Second Language); Second Language Learning; Online Courses; Leadership Role; Personality Traits; Electronic Learning; College Freshmen; Student Attitudes; Foreign Countries; Student Participation; Teacher Role; Teacher Characteristics; Saudi Arabia + Suchen Sie Ihr Suchwort? Studentenwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Online course; Online-Kurs; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Studienanfänger; Schülerverhalten; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Saudi-Arabien
Abstract	I used Blackboard, WebCT, Moodle, Nicenet and RCampus in teaching reading, writing, vocabulary and grammar courses to freshman students as a supplement to in-class instruction that depended on the textbook. In each online course, there was a student leader. Student leaders had the highest posts and responses (between 50-150 posts) and the highest student-student and student-instructor interaction. Student leaders were the first to register. They posted their own threads, short paragraphs, poems and/or stories on the online discussion board. One posted a daily quote, another posted a weekly poem of hers, and a third posted a daily joke. They could locate information from internet sites. They responded to threads posted by me or by their classmates. They created a warm online climate by responding to their classmates, by sending encouraging messages and thank you notes, and inviting students to respond to their own posts. Student leaders had a higher proficiency level in EFL, were well-read, had a good writing ability, and many were creative writers. They were more competent and more comfortable with technology than their classmates and above all they were highly motivated and eager to learn. This qualitative study explores a sample of student leaders' role in their online courses, their technological and linguistic competence, their personality traits, the online course environment, their attitudes and online learning experiences, and the instructor's role and characteristics. It also provides sample posts and responses and reports results of interviews with a sample of student leaders. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01