Online Collaboration and Offline Interaction between Students Using Asynchronous Tools in Blended Learning

Autor/in	Wang, Mei-jung
Titel	Online Collaboration and Offline Interaction between Students Using Asynchronous Tools in Blended Learning
Quelle	In: Australasian Journal of Educational Technology, 26 (2010) 6, S.830-846 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Learning Strategies; Interpersonal Relationship; Interaction; Active Learning; English (Second Language); Second Language Learning; Student Journals; Student Behavior; Cooperative Learning; Internet; College Students; Student Attitudes; Instructional Effectiveness; Asynchronous Communication; Computer Mediated Communication; Discussion; Blended Learning; Content Analysis; Observation; Computer Assisted Instruction; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Aktives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Studentenzeitung; Student behaviour; Schülerverhalten; Kooperatives Lernen; Collegestudent; Unterrichtserfolg; Computerkonferenz; Diskussion; Inhaltsanalyse; Beobachtung; Computer based training; Computerunterstützter Unterricht
Abstract	The increasing use of innovative blended learning strategies which incorporate online discussion into the classroom requires the examination of asynchronous, computer mediated communication (ACMC) to fully understand the learners' total engagement and the contribution of such ICT tools to student learning. This study analysed students' online utterances and offline interactions, to determine the extent of collaborative learning among students from two colleges. Results show that behaviours that characterise successful collaborative learning in an asynchronous networked environment were present, but the patterns were different from previous studies. The implementation of ICT tools in blended learning does promote social interaction among students and their engagement; however, it does not automatically facilitate students in their adoption of active learning strategies. The offline atmosphere in carrying out the ACMC activities were sorted into five major categories: struggling with platform operations, handling technical problems, passive attitudes towards the procedure, tense atmosphere in class, and engagement in tasks. Based on the findings, some pedagogical implications are presented. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10