Developing a Taxonomy of Faculty Participation in Asynchronous Learning Environments--An Exploratory Investigation

Autor/inn/en	Blignaut, Seugnet; Trollip, Stanley R.
Titel	Developing a Taxonomy of Faculty Participation in Asynchronous Learning Environments--An Exploratory Investigation
Quelle	In: Computers & Education, 41 (2003) 2, S.149-172 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/S0360-1315(03)00033-2
Schlagwörter	Teaching Styles; Distance Education; Online Courses; Feedback (Response); Classification; Faculty Development; Computer Mediated Communication; Graduate Study; College Faculty; Teacher Participation; Group Discussion; Teacher Student Relationship; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Classification system; Klassifikation; Klassifikationssystem; Computerkonferenz; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Gruppendiskussion; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrerverhalten
Abstract	Anecdotal evidence suggests that instructor performance in the online discussion portion of online courses has a major impact on learning and learner satisfaction. If this is the case, faculty development is an important component of success. This paper describes the development of a taxonomy of six categories to describe instructor postings to asynchronous discussions in online courses. This taxonomy was used during the inspection of 18 post-graduate level course sections at a Midwest university. The resulting data show that there is considerable variation in faculty teaching styles, interaction, and the amount of content-related feedback. The process also allowed issues such timeliness of feedback and responsiveness of faculty to be quantified. In-depth interviews with instructors and learners with experience of online courses were conducted to validate the qualitative data. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10