Literaturnachweis - Detailanzeige
Autor/inn/en | Epp, Erik M.; Green, Kellie F.; Rahman, Aliya M.; Weaver, Gabriela C. |
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Titel | Analysis of Student-Instructor Interaction Patterns in Real-Time, Scientific Online Discourse |
Quelle | In: Journal of Science Education and Technology, 19 (2010) 1, S.49-57 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-0145 |
DOI | 10.1007/s10956-009-9177-z |
Schlagwörter | Cues; Nonverbal Communication; Computer Mediated Communication; Interaction; Discourse Analysis; Teacher Student Relationship; Synchronous Communication; Internet; Communication Strategies; Distance Education; Teaching Methods; Science Instruction; Science Education; College Science; Science Teachers; Educational Strategies; Educational Technology Stichwort; Non-verbal communication; Nonverbale Kommunikation; Computerkonferenz; Interaktion; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstrategie; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Unterrichtsmedien |
Abstract | The characteristics of the online environment alter how students and instructors interact. Scientific discourse among students and instructors in an online text-only synchronous environment was analyzed. In converting dialogue to text, many of the nonverbal cues, such as facial expression and tone of voice, which instructors use to gauge student understanding are lost. The participants adapt their communication style to the medium, and we present a new interaction pattern for student-instructor communication found prevalent in the synchronous, text-only, online environment. This study has implications for instructors who use synchronous, text-based communication for their courses, namely the value of posing additional questions from the instructor to verify student understanding. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |