ORCID Profile
0000-0003-0237-3671
Current Organisation
Murdoch University
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Publisher: IEEE Comput. Soc
Date: 2000
Publisher: IEEE
Date: 12-2010
Publisher: IGI Global
Date: 2008
DOI: 10.4018/978-1-59904-964-9.CH009
Abstract: As most research on educational computer-mediated communication (CMC) interaction has focused on the asynchronous mode, less is known about the impact of the synchronous CMC mode on online learning processes. This chapter presents a qualitative case study of a distant course exemplifying the innovative instructional application of online synchronous (chat) interaction in virtual tutorials. While chat interaction has primarily been researched for its effectiveness in supporting social-emotional aspects of learning, this chapter reports survey findings on its impact on facilitating participation in collaborative group learning processes and enhancing understanding of course content from a sociocultural constructivist perspective. The results reveal factors that affected both student perception and use of participation opportunities in chat tutorials, and understanding of course content. The findings present implications for the pedagogical design of online synchronous collaborative-constructivist learning activities that enhance understanding of course content through dialogic participation in the learning process.
Publisher: SAGE Publications
Date: 1996
DOI: 10.1068/B230749
Publisher: IGI Global
Date: 2014
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-213-8.CH007
Abstract: Virtual teams and their leaders are key players in global organizations. Using teams of workers dispersed temporally and geographically has changed the way people work in groups and redefined the nature of teamwork. Emergent leadership issues in computer-mediated communication are vital today because of the increasing prevalence of the virtual organization, the flattening of organizational structures, and the corresponding interest in managing virtual groups and teams. This chapter examines the communication behaviors of participants in two different case studies to determine if number, length, and content of messages are sufficient criteria to identify emergent leaders in asynchronous and synchronous environments. The methodology used can be embedded in collaborative virtual environments as a technology for identifying potential leaders in organizational and educational environments.
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-654-9.CH015
Abstract: As educators utilize an increasingly wide range of technologies for facilitating interaction between distant learning parties, there are concerns over the ad hoc use of technology in online course design and activities that are not grounded in sound pedagogical frameworks. This chapter presents a case of a hybrid undergraduate course that is shaped by sociocultural constructivist principles. Survey findings on student experiences of online collaborative learning and group work processes in two constructivist-based learning activities are reported. Results reflecting sociocultural constructivist concepts of scaffolding and appropriation of shared knowledge are presented based on student learning experiences during online synchronous tutorials and collaborative team projects. The conclusion discusses the effectiveness of the two course activities in facilitating collaborative group learning and recommendations are offered to enhance overall student experiences of online collaborative-constructivist group learning processes.
Publisher: Emerald
Date: 09-11-2007
DOI: 10.1108/13287260710839229
Abstract: The purpose of this paper is to explore the dynamics of in idual and group factors that facilitate successful collaborative work in e‐learning environments. The aim of the paper is to develop a conceptual framework and a methodology for implementing the framework. A theoretical framework is developed. The framework is an integration of two innovative methodologies (CEDA and RAPAD) which have been implemented in previous research. The operationalisation of the integrated methodology enables the development of a learning environment by structured reflection and negotiation on preferred learning related characteristics. The proposed approach facilitates student learning at the in idual and group level. Extending the framework to training procedures locates the research to a broader societal context.
Publisher: IEEE
Date: 11-2013
Publisher: Oxford University Press (OUP)
Date: 11-2005
No related grants have been discovered for Fay Sudweeks.