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ERIC Number: EJ831004
Record Type: Journal
Publication Date: 2006-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1090-1027
E-Discussions as a Complement to Traditional Instruction: Did the Students like Online Communication and Why?
Chang, Ni
Journal of Early Childhood Teacher Education, v27 n3 p249-264 Sep 2006
The purpose of this study was to explore undergraduate students' perceptions of online discussion used as a complement to a traditional classroom setting during the fall 2004 and spring 2005 semesters. Sixty-nine undergraduate students volunteered to participate in this study and completed a questionnaire after this experience. These participants took one or two courses over one of two semesters in a teacher education preparation program at a comprehensive midwestern university. The participants' support for online discussion was recorded as answers to a question designed by using a 5-point scale, with 1 being the least favorable and 5 the most favorable response. Each participant was asked for one to three justifications for her or his response. Descriptive analyses and t-tests were performed to explore the students' general support level and to examine the means between those who participated in online discussion once a week and those who did twice a week. The results show that the majority of the students were in favor of the online discussion. No statistically significant difference was found between these two groups [t (69) = -0.47, p = 0.65]. The reasons for students' support for and disapproval of online discussion are discussed. Also highlighted are the educational importance of the study and suggestions for further research. (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A