Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 2 |
Descriptor
| Discussion Groups | 2 |
| Educational Technology | 2 |
| Electronic Learning | 2 |
| Foreign Countries | 2 |
| Interviews | 2 |
| Online Courses | 2 |
| Allied Health Occupations | 1 |
| Asynchronous Communication | 1 |
| Blended Learning | 1 |
| Coding | 1 |
| College Faculty | 1 |
| More ▼ | |
Source
| Distance Education | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| New Zealand | 1 |
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkHaggerty, Carmel E. – Distance Education, 2015
Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…
Descriptors: Online Courses, Electronic Learning, Foreign Countries, Faculty Workload
Vlachopoulos, Panos; Cowan, John – Distance Education, 2010
This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the…
Descriptors: Grounded Theory, Teacher Role, Computer Mediated Communication, College Faculty
