Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses.

dc.creator	Susan L. Jones
dc.date	2006-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:16Z
dc.date.available	2015-07-20T22:10:16Z
dc.identifier	1547-500X
dc.identifier	https://doaj.org/article/e5e84db332cf405091a2dac79f8ce723
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13501
dc.description	This study starts with the premise that in an online environment, meaningful discourse drives student learning. Specifically, the contribution of instructor knowledge on structuring and facilitating online discourse and “meaningful” online discourse. Findings from 57 university instructors indicate that instructors need a clearer working definition of “meaningful” online discourse and instructors need to be trained that “meaningful” online discourse does not only occur between themselves and their students’ but can occur between student and student and with course content (i.e. online experts, online guests, etc.).
dc.language	English
dc.publisher	Matthew Elbeck
dc.relation	http://www.thejeo.com/Volume3Number2/JonesFinal.pdf
dc.relation	https://doaj.org/toc/1547-500X
dc.rights	CC BY
dc.source	Journal of Educators Online, Vol 3, Iss 2 (2006)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses.
dc.type	article