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Learning Anew: An Exploratory Study about New Online Learners' Perceptions of People Interaction and Learning to Learn in an Online Course
PROCEEDINGS

, Learning Peaks, LLC, United States ; , Denver Seminary, United States

AACE Award

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study looked at how new online learners in the first course in a graduate level online instructional technology certificate program experienced interacting with others in an asynchronous online discussion and learning to learn online. The study followed twelve new online learners throughout the class using email questionnaires and email follow-up questions. Significant themes included difficulties and fears, time factors, and desire for more feedback and smaller groups. Over time, most participants adapted and found benefits in addition to challenges, One-fourth of the participants did not adapt and left the program at the end of the course. Postings gradually became more social and fewer were directed primarily to the instructor. Correlational and predictive analyses provided insights into the importance of computer skills, initial experiences in the course, and quantity of discussion postings.

Citation

Shank, P. & Doughty, V. (2002). Learning Anew: An Exploratory Study about New Online Learners' Perceptions of People Interaction and Learning to Learn in an Online Course. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2167-2171). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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