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Exploring asynchronous and synchronous tool use in online courses

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Exploring asynchronous and synchronous tool use in online courses. / Oztok, Murat; Zingaro, Daniel; Brett, Clare; Hewitt, Jim.

In: Computers and Education, Vol. 60, No. 1, 01.2013, p. 87-94.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Oztok, M, Zingaro, D, Brett, C & Hewitt, J 2013, 'Exploring asynchronous and synchronous tool use in online courses', Computers and Education, vol. 60, no. 1, pp. 87-94. https://doi.org/10.1016/j.compedu.2012.08.007

APA

Oztok, M., Zingaro, D., Brett, C., & Hewitt, J. (2013). Exploring asynchronous and synchronous tool use in online courses. Computers and Education, 60(1), 87-94. https://doi.org/10.1016/j.compedu.2012.08.007

Vancouver

Oztok M, Zingaro D, Brett C, Hewitt J. Exploring asynchronous and synchronous tool use in online courses. Computers and Education. 2013 Jan;60(1):87-94. https://doi.org/10.1016/j.compedu.2012.08.007

Author

Oztok, Murat ; Zingaro, Daniel ; Brett, Clare ; Hewitt, Jim. / Exploring asynchronous and synchronous tool use in online courses. In: Computers and Education. 2013 ; Vol. 60, No. 1. pp. 87-94.

Bibtex

@article{0e73a8a93a6a43fcbc3643bda75413a4,
title = "Exploring asynchronous and synchronous tool use in online courses",
abstract = "While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.",
keywords = "computer-mediated communication",
author = "Murat Oztok and Daniel Zingaro and Clare Brett and Jim Hewitt",
year = "2013",
month = jan,
doi = "10.1016/j.compedu.2012.08.007",
language = "English",
volume = "60",
pages = "87--94",
journal = "Computers and Education",
issn = "0360-1315",
publisher = "Elsevier Limited",
number = "1",

}

RIS

TY - JOUR

T1 - Exploring asynchronous and synchronous tool use in online courses

AU - Oztok, Murat

AU - Zingaro, Daniel

AU - Brett, Clare

AU - Hewitt, Jim

PY - 2013/1

Y1 - 2013/1

N2 - While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.

AB - While the independent contributions of synchronous and asynchronous interaction in online learning are clear, comparatively less is known about the pedagogical consequences of using both modes in the same environment. In this study, we examine relationships between students' use of asynchronous discussion forums and synchronous private messages (PM). We find that asynchronous notes contain more academic language and less social language, are more difficult to read, and are longer compared to PM. In addition, we find that the most active forum-posters are also the most active PM users, suggesting that PMing is not reducing their contribution to public discourse. Finally, we find that those who frequently PM are less likely to rapidly scan forum notes, and that they spend more time online than those who make less use of PM. We suggest that PM supports asynchronous discussions in the formation of a community of inquiry.

KW - computer-mediated communication

U2 - 10.1016/j.compedu.2012.08.007

DO - 10.1016/j.compedu.2012.08.007

M3 - Journal article

VL - 60

SP - 87

EP - 94

JO - Computers and Education

JF - Computers and Education

SN - 0360-1315

IS - 1

ER -