Indicators of Support in Online Interaction

dc.creator	Patrick J. Fahy
dc.date	2003-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:22:14Z
dc.date.available	2015-08-12T11:22:14Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/8cc750246e5a49e0b666a75ff59e9449
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29346
dc.description	As an examination of the social element of three communities of inquiry, the study described how members of these groups attempted to connect with one another interpersonally, using asynchronous conferencing, on topics related to the conceptual content of the courses. The paper concludes that while in this case the above behaviours were the means most often used to support and encourage interaction, further examination of online support behaviours and strategies is needed, especially in relation to valued outcomes such as persistence, greater motivation, less stress, and, ultimately, enhanced learning.In
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/129/209
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 4, Iss 1 (2003)
dc.subject	Transcript analysis tool
dc.subject	distance education
dc.subject	interaction
dc.subject	student support
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Indicators of Support in Online Interaction
dc.type	article