ERIC Number: EJ1064397
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 11
Distance Learning Interactions: Implications for Design
Perkins, Samuel S.; Giordano, Victoria A.
Journal on Excellence in College Teaching, v15 n1-2 p105-117 2004
The authors report the findings of a study conducted on a dually listed undergraduate/graduate distance learning course for Teachers of English to Speakers of Other Languages (TESOL). They collected data on students' interactions with the course content and course technologies to investigate differences in how graduate and undergraduate students responded to the distance learning delivery model. Findings indicate that the more-experienced graduate level students interacted more frequently, effectively, and efficiently with course content and course technologies than did their less-experienced undergraduate counterparts. The implication of these findings is that the design and delivery of distance learning courses must provide for adequate support for both more- and less-experienced learners. They offer recommendations for providing such support.
Descriptors: Distance Education, Language Teachers, English (Second Language), Second Language Instruction, Technology Uses in Education, Undergraduate Students, Graduate Students, Interaction, Course Content, Educational Technology, Applied Linguistics, Statistical Analysis, Hypothesis Testing, Web Sites, Use Studies, Computer Mediated Communication, Content Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Florida