Social interaction as a contributor to significant learning outcomes in online instruction

Newman, Tara and Olle, Mary and Bradley, Carol (2011) Social interaction as a contributor to significant learning outcomes in online instruction. International Journal of Instructional Technology and Distance Learning, 8 (11). pp. 79-86. ISSN 1550-6908

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Abstract

There has been a dramatic increase in online coursework in higher education over the past decade. According to Allen and Seaman (2010), there was a 17% growth in online enrollments between 2007 and 2008. While many institutions offer only single courses online, others offer entire degrees and students at all educational levels (from primary school through graduate school) are choosing to participate in courses through a distance format, including hybrid and fully online options.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Intellectual property rights are retained by the author(s) and a Creative Commons Copyright permits replication of articles and eBooks for education related purposes.
Faculty / Department / School: Current - Division of Academic Services - Learning and Teaching Support
Date Deposited: 08 Sep 2016 04:26
Last Modified: 08 Sep 2016 04:26
Uncontrolled Keywords: Academic engagement, engaged community, constructivism, learning outcomes, online learning, effective online instruction, methodologies, recommended practices, distance education, interaction, facilitator, collaborative learning, technology, retention, flexibility, feedback, family science, feedback, student to student interaction
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/28749

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