Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions
Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we cons...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Kleinsasser, Robert C. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
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| Anmerkung: |
© Association for Educational Communications & Technology 2017 |
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| Übergeordnetes Werk: |
Enthalten in: Journal of formative design in learning - [Cham] : Springer International Publishing, 2017, 1(2017), 2 vom: 25. Aug., Seite 84-98 |
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| Übergeordnetes Werk: |
volume:1 ; year:2017 ; number:2 ; day:25 ; month:08 ; pages:84-98 |
| Links: |
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| DOI / URN: |
10.1007/s41686-017-0009-x |
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SPR038286173 |
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| 520 | |a Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” | ||
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10.1007/s41686-017-0009-x doi (DE-627)SPR038286173 (SPR)s41686-017-0009-x-e DE-627 ger DE-627 rakwb eng Kleinsasser, Robert C. verfasserin aut Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2017 Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” Collaborative learning (dpeaa)DE-He213 Cooperative learning (dpeaa)DE-He213 Social presence (dpeaa)DE-He213 Online learning (dpeaa)DE-He213 Hong, Yi-Chun (orcid)0000-0003-0234-9401 aut Enthalten in Journal of formative design in learning [Cham] : Springer International Publishing, 2017 1(2017), 2 vom: 25. Aug., Seite 84-98 (DE-627)88535723X (DE-600)2893043-5 2509-8039 nnns volume:1 year:2017 number:2 day:25 month:08 pages:84-98 https://dx.doi.org/10.1007/s41686-017-0009-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 25 08 84-98 |
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10.1007/s41686-017-0009-x doi (DE-627)SPR038286173 (SPR)s41686-017-0009-x-e DE-627 ger DE-627 rakwb eng Kleinsasser, Robert C. verfasserin aut Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2017 Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” Collaborative learning (dpeaa)DE-He213 Cooperative learning (dpeaa)DE-He213 Social presence (dpeaa)DE-He213 Online learning (dpeaa)DE-He213 Hong, Yi-Chun (orcid)0000-0003-0234-9401 aut Enthalten in Journal of formative design in learning [Cham] : Springer International Publishing, 2017 1(2017), 2 vom: 25. Aug., Seite 84-98 (DE-627)88535723X (DE-600)2893043-5 2509-8039 nnns volume:1 year:2017 number:2 day:25 month:08 pages:84-98 https://dx.doi.org/10.1007/s41686-017-0009-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 25 08 84-98 |
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10.1007/s41686-017-0009-x doi (DE-627)SPR038286173 (SPR)s41686-017-0009-x-e DE-627 ger DE-627 rakwb eng Kleinsasser, Robert C. verfasserin aut Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2017 Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” Collaborative learning (dpeaa)DE-He213 Cooperative learning (dpeaa)DE-He213 Social presence (dpeaa)DE-He213 Online learning (dpeaa)DE-He213 Hong, Yi-Chun (orcid)0000-0003-0234-9401 aut Enthalten in Journal of formative design in learning [Cham] : Springer International Publishing, 2017 1(2017), 2 vom: 25. Aug., Seite 84-98 (DE-627)88535723X (DE-600)2893043-5 2509-8039 nnns volume:1 year:2017 number:2 day:25 month:08 pages:84-98 https://dx.doi.org/10.1007/s41686-017-0009-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 25 08 84-98 |
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10.1007/s41686-017-0009-x doi (DE-627)SPR038286173 (SPR)s41686-017-0009-x-e DE-627 ger DE-627 rakwb eng Kleinsasser, Robert C. verfasserin aut Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2017 Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” Collaborative learning (dpeaa)DE-He213 Cooperative learning (dpeaa)DE-He213 Social presence (dpeaa)DE-He213 Online learning (dpeaa)DE-He213 Hong, Yi-Chun (orcid)0000-0003-0234-9401 aut Enthalten in Journal of formative design in learning [Cham] : Springer International Publishing, 2017 1(2017), 2 vom: 25. Aug., Seite 84-98 (DE-627)88535723X (DE-600)2893043-5 2509-8039 nnns volume:1 year:2017 number:2 day:25 month:08 pages:84-98 https://dx.doi.org/10.1007/s41686-017-0009-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 25 08 84-98 |
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10.1007/s41686-017-0009-x doi (DE-627)SPR038286173 (SPR)s41686-017-0009-x-e DE-627 ger DE-627 rakwb eng Kleinsasser, Robert C. verfasserin aut Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications & Technology 2017 Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” Collaborative learning (dpeaa)DE-He213 Cooperative learning (dpeaa)DE-He213 Social presence (dpeaa)DE-He213 Online learning (dpeaa)DE-He213 Hong, Yi-Chun (orcid)0000-0003-0234-9401 aut Enthalten in Journal of formative design in learning [Cham] : Springer International Publishing, 2017 1(2017), 2 vom: 25. Aug., Seite 84-98 (DE-627)88535723X (DE-600)2893043-5 2509-8039 nnns volume:1 year:2017 number:2 day:25 month:08 pages:84-98 https://dx.doi.org/10.1007/s41686-017-0009-x lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 1 2017 2 25 08 84-98 |
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Kleinsasser, Robert C. |
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Kleinsasser, Robert C. misc Collaborative learning misc Cooperative learning misc Social presence misc Online learning Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions |
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Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions |
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Kleinsasser, Robert C. |
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graduate students’ antecedents to meaningful and constructive discussions: developing potential collaborative online interactions |
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Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions |
| abstract |
Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” © Association for Educational Communications & Technology 2017 |
| abstractGer |
Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” © Association for Educational Communications & Technology 2017 |
| abstract_unstemmed |
Abstract The study analyzes evidence of how online graduate students perceive antecedents to productive online discussion posts and exchanges. It seeks to document how graduate students perceive good and bad discussions (both face-to-face and online). Through descriptive qualitative analysis we consider how graduate students describe online productive social interactions. Graduate student data provide potential elements and “rules” for discussion posts and group work that promote higher-order cognitive skills. As one graduate student succinctly offered, “I enjoyed reading my classmates’ lists, especially because it was so informative to learn what characteristics my classmates find most important in regards to discussions. This information will help me in how I approach our group work and discussion throughout this class. I was happy for the opportunity to use everyone’s wonderful posts in order to expand, elaborate, and clarify my own thoughts.” © Association for Educational Communications & Technology 2017 |
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| title_short |
Graduate Students’ Antecedents to Meaningful and Constructive Discussions: Developing Potential Collaborative Online Interactions |
| url |
https://dx.doi.org/10.1007/s41686-017-0009-x |
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| author2 |
Hong, Yi-Chun |
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Hong, Yi-Chun |
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| doi_str |
10.1007/s41686-017-0009-x |
| up_date |
2024-07-03T17:12:34.333Z |
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