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Interaction in an asynchronous online course: a synthesis of quantitative predictors

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Interaction in an asynchronous online course : a synthesis of quantitative predictors. / Zingaro, Daniel; Oztok, M.

In: Journal of Asynchronous Learning Networks, Vol. 16, No. 4, 06.2012, p. 71-82.

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Zingaro D, Oztok M. Interaction in an asynchronous online course: a synthesis of quantitative predictors. Journal of Asynchronous Learning Networks. 2012 Jun;16(4):71-82.

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Zingaro, Daniel ; Oztok, M. / Interaction in an asynchronous online course : a synthesis of quantitative predictors. In: Journal of Asynchronous Learning Networks. 2012 ; Vol. 16, No. 4. pp. 71-82.

Bibtex

@article{f2cf9d25ab6a41c093b0d1c435264d64,
title = "Interaction in an asynchronous online course: a synthesis of quantitative predictors",
abstract = "The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction.And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.",
keywords = "asynchronous learning, sustaining discourse, threads",
author = "Daniel Zingaro and M. Oztok",
year = "2012",
month = jun,
language = "English",
volume = "16",
pages = "71--82",
journal = "Journal of Asynchronous Learning Networks",
issn = "1939-5256",
publisher = "Sloan Consortium",
number = "4",

}

RIS

TY - JOUR

T1 - Interaction in an asynchronous online course

T2 - a synthesis of quantitative predictors

AU - Zingaro, Daniel

AU - Oztok, M.

PY - 2012/6

Y1 - 2012/6

N2 - The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction.And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

AB - The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful interaction.And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted), but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings, suggest future directions for this type of research, and offer educational implications.

KW - asynchronous learning

KW - sustaining discourse

KW - threads

M3 - Journal article

VL - 16

SP - 71

EP - 82

JO - Journal of Asynchronous Learning Networks

JF - Journal of Asynchronous Learning Networks

SN - 1939-5256

IS - 4

ER -