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An Analysis of Student Practices in Asynchronous Computer Conferencing Environments
PROCEEDINGS

, , Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), Canada

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

While much has been written about the constructivist affordances of asynchronous computer conferencing environments, there have been relatively few studies that examine, in detail, what students actually do online, and how these practices either support, or interfere with, learning. The current study examined the online habits and "survival strategies" of 57 students enrolled in graduate-level distance education courses. Using a questionnaire and interviews as data sources, the analysis identified a number of common habits and strategies that online learners typically employed during their conferencing sessions. It is argued that many of these strategies helped learners meet course requirements more efficiently, but in doing so, they often undermined learning.

Citation

Peters, V. & Hewitt, J. (2005). An Analysis of Student Practices in Asynchronous Computer Conferencing Environments. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 778-785). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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