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ERIC Number: EJ936219
Record Type: Journal
Publication Date: 2011-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1537-2456
Constructivist Pedagogy in Asynchronous Online Education: Examining Proactive Behavior and the Impact on Student Engagement Levels
Peters, Linda; Shmerling, Shirley; Karren, Ronald
International Journal on E-Learning, v10 n3 p311-330 Jul 2011
Asynchronous learning environments have gained popularity over the past decade and have rapidly gained acceptance in both the academic and business worlds. This study investigates the impact that student characteristics of proactive behavior and learning style preference have on student engagement levels when a collaborative learning process such as a constructivist pedagogy style is employed by a professor. Results indicate that gender plays a significant role as proactive behavior directly impacts the level of engagement for women but not for men. When this factor interacts with a preference for active experimentation learning style the effect is significant only for men. An analysis of the findings and their practical implications are discussed. (Contains 2 figures and 2 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A