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Direct linkFahy, Patrick J. – Distance Education, 2007
Constructivist views of online interaction often refer to the power of stories and the role of storytelling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study describes the…
Descriptors: Personality, Interaction, Conferences, Graduate Students
Murphy, Karen L.; Mahoney, Sue E.; Chen, Chun-Ying; Mendoza-Diaz, Noemi V.; Yang, Xiaobing – Distance Education, 2005
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and…
Descriptors: Volunteers, Teaching Assistants, Mentors, Constructivism (Learning)
Peer reviewedJonassen, David; Prevish, Timari; Christy, David; Stavrulaki, Euthemia – Distance Education, 1999
Describes a model for designing learning environments that engage learners in solving problems and can be delivered at a distance via the World Wide Web. Applies the model to a constructivist learning environment for an undergraduate management course on aggregate planning. (Author/LRW)
Descriptors: Business Administration Education, Constructivism (Learning), Distance Education, Educational Environment
McLoughlin, Catherine – Distance Education, 2002
How do educators and instructional designers assess the effectiveness of the learning environments they design? One important means of ensuring the effectiveness of instruction in distance and face-to-face settings is through provision of learner support. Increasingly, as learners utilize the World Wide Web for collaborative learning, support…
Descriptors: Interpersonal Relationship, Interaction, Internet, Instructional Design
