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Adult Learners, Juvenile Behaviors: Constructive and disruptive ad hoc communities in higher education distance education. An analysis of synchronous and asynchronous settings
PROCEEDINGS

, Northwestern State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Distance education fosters new kinds of collaboration among students and between students and instructors: some unintended. This presentation summarizes parallel studies of distance education community building in asynchronous and synchronous, desktop-video environments. Using observation, focus group response, and reflective journals, the researchers analyzed the interaction among class members and the perceived outcome of that interaction as part of student learning. Results indicate that disengagement or dissatisfaction in synchronous classes caused individual student disengagement with learning process; similar reaction in synchronous classes caused disruptive communities to form among learners that exhibited both internal mores and persistence over several class meetings. Discussion of results includes recommendations for identification and remedy.

Citation

Willis, D.A. (2002). Adult Learners, Juvenile Behaviors: Constructive and disruptive ad hoc communities in higher education distance education. An analysis of synchronous and asynchronous settings. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2400-2403). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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