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Psychological Type and Asynchronous Written Dialogue in Adult Learning
Abstract
This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their experiences with learning through asynchronous written dialogue. The study shows that participants differed in their responses to online learning as reflected in their sense of enjoyment and their participation in the environment and in the quality of their learning experience. We observed that these differences were associated with psychological type preferences, along with the perceived interactions with the instructors and peers in the learning community. The connections between psychological type and asynchronous written dialogue are discussed.
... In contrast, writing generated through ICT is usually for a particular audience and with a particular purpose. Thus, the writing becomes a tool for exchanging information, interacting with others and challenging opinions among a group of learners (Lin et al., 2005). If used purposefully in writing classrooms, ICT is able to help second language learners to establish audience, purpose and context. ...
... Students are able analyse how information is presented and how different modes of presentation create impact. They also have the opportunity to interact effectively as well as learn to acquire grammar and linguistic structures and patterns which can be used to create various discourse forms or text types depending on the linguistic choices made (Lin, Cranton & Bridglall, 2005). In essence, students have to be taught how ICT can help them make these linguistic choices to suit purpose, audience, context and culture at both local and international levels (Reynolds, 2005). ...
... Distance education, especially online learning, is one of the prominent areas that have greatly benefited from the advancement of new media and technologies, and as a result, has helped extend educational opportunities and rights to learners of various backgrounds. Distance learning has greatly extended access that would otherwise be unavailable [11,12,13,14,15,16,17], offered flexibility that meets the learners' needs [11,18,19,20,21,22], afforded multiple and alternative ways of learning that satisfy individual differences [11,23,21], encouraged independent and self-directed learning [24,25,26,27,28], facilitated reflective and higher-order thinking [29,30,31,32,33], and taken advantage of new media and technologies that are, or become recursive parts of learner's personal and professional lives [34,3,36,37,38]. ...
... The responses to the open-ended survey questions were analyzed and synthesized by three researchers before the discussion postings were examined. The detailed analysis and synthesis of the study from the angle of psychological type preferences were published in the Teachers College Record [23]. The responses to the two survey instruments provided insights into the continued inquiries of the research, especially as relevant to the question regarding the individual learners' affective responses and perceptions toward the asynchronous and written nature of the dialogue. ...
This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners naturally pursue and undertake these inquiries when they are equipped with communication channels and technologies. This model provides a thinking tool for integrating new media and technologies in an online learning environment in order to help students achieve their full rights to education.
... However, the benefits will depend upon the specific communications tools used. The most common forms of online communication depend upon written dialogue, which works well for some learners (Lin, Cranton, & Bridglall, 2005) but lacks many of the cues associated with faceto-face communication. Some learners find the reliance on text limiting and experience online courses as "a form of disembodied presence" (Mason, 1995, as cited in Shin, 2002. ...
... Some learners find the reliance on text limiting and experience online courses as "a form of disembodied presence" (Mason, 1995, as cited in Shin, 2002. Because learning is holistic, and involves emotional and physical interactions as well as the cognitive, the lack of contextual clues and opportunity for informal interaction is a significant loss for some learners (Lin, et al., 2005). ...
The prevalence of computer games in popular culture and their demonstrable success at engaging players in complex activity requiring learning of new skills has generated wide interest in the potential of games and related 3D virtual environments for education. The process of design, developing, and deploying tailored virtual environments is typically expensive in terms of time and money, both of which are usually scarce in education. What educators need, especially in the initial period during which the educational affordances of virtual environments are being explored, is an approach that can support experimentation by educators with ideas for the application of virtual environments in support of pedagogy. Ideally such an approach would enable educators to test designs by rapidly developing and deploying virtual environments without requiring substantial technical support. Uptake of other technologies by educators has been encouraged by identifying tools that present relatively low barriers to use, ‘low threshold applications’ (LTA) (Gilbert, 2004). This paper will describe a project that has sought to develop tools and processes that support educators in working with 3D virtual environments in ways that encourage experimentation by facilitating easy development and adaptation of environments for particular pedagogical purposes. Examples of tools and environments that have been developed are described together with lessons learned in the course of the project.
... The application of computer-mediated communications in distance education can reduce transactional distance (Moore, 1993) but the benefits will depend upon the specific communications tools employed. Written dialogue works well for some learners, depending to some extent on personality type (Lin, Cranton, & Bridglall, 2005), and purposes but lacks many of the cues associated with face-to-face communication. Telepresence is a " form of disembodied presence " (Mason, 1995, as cited in Shin, 2002) and some learners find the reliance on text limiting. ...
... Telepresence is a " form of disembodied presence " (Mason, 1995, as cited in Shin, 2002) and some learners find the reliance on text limiting. Adult learning is holistic and the associated interactions are not only cognitive but emotional and physical so that the lack of contextual cues available in real world spaces and of opportunity for casual interaction while walking to and from class can be a significant loss for some learners (Lin et al., 2005). Previous research has reported that some learners find the use of devices such as emoticons helpful in expressing missing nonverbal cues in text discussions (Gunawardena & Zittle, 1997) and that participants in online discussions may use increased levels of verbal immediacy to compensate for the loss of communication channels available in face-to-face settings (Swan, 2002a). ...
Interaction is widely accepted as essential for learning. The challenge of distance education is to overcome transactional distance through provision of appropriate opportunities for interaction. Asynchronous and synchronous computer-mediated communication via text, audio and video has done much to reduce transactional distance. 3D online spaces may offer further opportunities to reduce transactional distance but it will be necessary to identify the most appropriate forms of interaction to be included in learning environments using such spaces. As an aid to investigating possible applications of 3D online spaces in distance education some means of mapping out the territory to be explored is desirable. This paper proposes one such map and suggests examples of applications that might be explored in various areas of the map. Although distance education, beginning with correspondence courses, has been available for over 150 years, it has often been marginalized and considered as "second rate" and "second chance" (Koul, 2006, p. 2). Koul comments that the establishment of the Open University in 1969 caused open distance learning (ODL) to emerge as a significant channel for more democratic and egalitarian access to education and that its success encouraged a shift in distance education from reliance on print towards use of electronic technologies. That shift continues and is central to cost effectively meeting the requirement for mass higher education of tens of millions of new students by moving from a 20 th century industrial model of education to a 21 st century information-network model (Daniel, 2007). On at least one view, the low regard for earlier generations of ODL resulted from limited provision for pedagogic interaction (Koul, 2006). Interaction has long been regarded as a characteristic and essential aspect of education, although there have been and are ongoing debates about the nature of interaction and what forms of interaction are most useful for learning (Anderson, 2003). Anderson notes that the needs and desires of learners for interaction vary and that a variety of other factors may need to be considered in developing the appropriate mix of interaction for any educational offering. Understanding the role of interaction in learning and how learning environments may be designed to provide the appropriate forms of interaction is important for effective application of emerging technologies in education.
... In contrast, writing generated through ICT is usually for a particular audience and with a particular purpose. Thus, the writing becomes a tool for exchanging information, interacting with others and challenging opinions among a group of learners (Lin et al., 2005). If used purposefully in writing classrooms, ICT is able to help second language learners to establish audience, purpose and context. ...
... Students are able analyse how information is presented and how different modes of presentation create impact. They also have the opportunity to interact effectively as well as learn to acquire grammar and linguistic structures and patterns which can be used to create various discourse forms or text types depending on the linguistic choices made (Lin, Cranton & Bridglall, 2005). In essence, students have to be taught how ICT can help them make these linguistic choices to suit purpose, audience, context and culture at both local and international levels (Reynolds, 2005). ...
As the integration of information and communications technologies (ICT) in Singapore schools reaches a considerable level of maturity and stability, a pertinent question is: how has ICT integration impacted on pedagogy in Singapore schools? The present study attempts to address this question through interpretive, case-study research in two Singaporean secondary schools. The study found the use of ICT was limited in its perceived pedagogical value by teachers. A lack of appreciation and/or understanding of the complexity of the process or culture shift required for ICT to be implemented and integrated effectively into the Malay Language Curriculum along with conformity to policy directions resulted in underutilisation and uncritical use of ICT tools, and an adherence to the traditional method of assigning tasks and the maintenance of existing practices.
... Smith (2003) argues that CMC in general can increase the amount and quality of classroom participation, while Sullivan and Pratt (1996) claim that technology can affect traditional power structures within the classroom, which, in turn, can reduce the level of anxiety for second language writers. Other researchers (Lin, Cranton, & Bridglall, 2005;Yoon, 2003) claim that asynchronous written dialogue allows the student writers to clarify thoughts before stating his or her points in a posting. In this study, a few students stated that the use of asynchronous CMC helped them to perceive writing as a recursive process, in that they could always go back to revise what they had written as a result of their peers' comments in the postings. ...
... Mr Muhammad did not focus on forms of writing and ignored the linguistic features of writing. In contrast, Lin et al., (2005) argue that students need to be explicitly taught how ICT can help them make linguistic choices to suit purpose, audience and context, culturally, locally and internationally. The students in Mr Muhammad's class did not have the opportunity to write multiple drafts and do peer-editing. ...
With digital communications and technological media becoming an integral part of the new professional workplace and everyday lives of the younger generation (especially in post-industrial societies), comes the clarion call for educators to develop a more complex understanding of language and literacy and how to go about designing pedagogies that equip students with 21st Century skills. This chapter presents two case studies that examine the complex interaction of teachers, students, writing pedagogies, language curriculum and Information and Communication Technologies (ICT). The study explored students' experiences of using ICT in second language writing and the impact of ICT on writing pedagogy and the curriculum, producing in-depth descriptions and interpretations to answer a set of focused research questions.
... Online tools and platforms provide a number of mechanisms to assist in this area. In ECD, portfolios are among the major methods used for learners' learning assessment and are easily done electronically (Lin, Cranton, and Bridglall 2005). The portfolio is evolving into an electronic multimedia presentation of images, video, and audio. ...
This paper analyses the adoption of e-learning in the teaching and learning of early childhood development (ECD) at a selected primary school in Chitungwiza District, Harare. The objective of this paper is to identify the level of sustainability and readiness of both the teachers and learners at the ECD level for the adoption of e-learning. The paper adopted a quantitative research methodology and the quantitative survey underlies it. Quantitative surveys are used to gather the perceptions, emotions, and feelings of people at a particular time in relation to an intervention. Data were collected from both parents and ECD teachers using a survey with open-ended questions. 114 levels of sustainability and readiness of both teachers and learners at ECD in Chitungwiza District. The findings that emanate from this paper suggest that there are militating factors that hinder the adoption of efficient e learning in the teaching and learning of ECD, such as inadequate funding from the education sector, a lack of constant supply of power, and resistance to change on the teachers' part, among others. The study recommends that the government should incorporate the private sector and non-governmental organisations (NGOs) to improve e-learning accessibility in all governmental schools, among other issues.
... It can also be used to foretell patterns of attitudes and interests that influence an individual's preferred learning environment and to predict a person's disposition to pursue certain learning circumstances and avoid others. Lin, Cranton, and Bridglall (2005) remind us that much of the work of Carl Jung and the MBTI is applicable to learning environments, whether face-to-face or online. For example, the extrovert may prefer active, highly collaborative environments while the introvert would prefer less interaction and less collaboration. ...
... In this case, interaction is the key to achieve harmonious and fruitful supervision. At a postgraduate level, students are expected to develop their individual scholarly identity, and for this purpose, support from supervisors is highly necessary [3]. Although there might be a difference in terms of support between master's and doctoral students, both groups are in need of supervisory support [4]. ...
The quality of supervision for postgraduate students is often considered one of the most significant factors that influences students' progress. In this study, a hybrid community of practice is introduced as a supervision approach for postgraduate students. This paper aims to investigate students' views on the hybrid community of practice supervision approach they undertook during their years of study. Overall, of ten master's students under the researcher's supervision were involved as the respondents. Data collection was done using a set of open-ended questions disseminated through the mobile messaging application WhatsApp, sent to each participant. The data were then analyzed using a thematic analysis. The main finding indicates a positive effect of the approach on respondents' self-confidence, motivation and sense of community. The findings establish the advantages of the approach in helping students to increase their momentum and build their capacity as researchers.
... It can also be used to foretell patterns of attitudes and interests that influence an individual's preferred learning environment and to predict a person's disposition to pursue certain learning circumstances and avoid others. Lin, Cranton & Bridglall (2005) remind us that much of the work of Carl Jung and the MBTI is applicable to learning environments, whether face-to-face or online. For example, the extrovert may prefer active, highly collaborative environments while the introvert would prefer less interaction and less collaboration. ...
This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated Multimodal Model for Online Education is provided based on pedagogical purpose. The model attempts to integrate the work of several other major theorists and model builders such as Anderson (2011).
... Certain personality types may benefit from online asynchronous interactions. Lin et al. (2005) conducted a study of asynchronous online environments as they relate to psychological types. Participants reported that the time they were given to reread and clarify their thoughts was valuable. ...
... Realizing the potential of MOOCs and other forms of large scale, technology-enabled learning environments will depend not only on understanding how to provide appropriate experiences for different individual learners (Lin, Cranton, & Bridgall, 2005), but also on our ability to design platforms that provide the affordances necessary to support development of diverse populations of focused learning environments. Informal and self-directed learning is becoming more important than ever because people are required to change and update their knowledge and skills constantly at work and in their daily activities. ...
One of the consequences of the new digital age is the development of opportunities for individuals to learn in a variety of new ways. Among these opportunities are Massive Open Online Courses (MOOCs) where short, free, non-credit courses are available to anyone who wants to learn. In this chapter, the authors examine the phenomenon of MOOCs in light of informal learning and self-directed leaning conceptual frameworks. They illustrate this phenomenon with the case of Jasta, who took a MOOC course in statistics along with 950 other learners. The authors then go on to discuss the issues, controversies,and problems of MOOCs for informal and self-directed learning. They propose a series of questions that need to be addressed as we come to understand the role of MOOCs in educational systems.
... Moore argued that new technologies could mitigate the effects of transactional distance by permitting forms of interaction, such as computer-mediated communication, that had previously been impossible for learners at a geographical distance. However, although the written dialogue characteristic of most online education works well for some learners, depending to some extent on personality type (Lin, Cranton, & Bridglall, 2005), learning style and educational purpose, it lacks many of the cues associated with face-to-face communication. Such telepresence is a "form of disembodied presence" (Mason, 1995, as cited in Shin, 2002 and some learners find the reliance on text limiting. ...
... arise on education programmes that cater for international audiences and rely on those participating possessing a good level of understanding of the diversity and cultural issues which can occur in communication; and (4) consideration should be given to how communication and collaboration effects different learning styles in an online environment (Lin, et. al., 2005). ...
The purpose of the paper is to identify key issues relating to best practice and sustainability in Web 2.0 as an e-Learning strategy for supporting e-portfolios in Higher Education. A practical guidelines framework was developed for best practices, which can be justified by the lack of available frameworks in the e-Learning literature. A literature search was undertaken covering publications dated from 2000 to 2009 to ascertain the level of progress made on tackling issues on implementing Web 2.0 as an e-Learning campus wide educational strategy. The findings show that the recent adoption of e-Learning and Web 2.0 initiatives has been marred by lack of research into the issues associated with long term strategy, implementation, best practice frameworks and solutions. The paper fulfils an identified information need and offers practical help to institutions implementing an e-portfolio Web 2.0 initiative.
... They found that intuiting writers were better able to organize details into a composition or draw critical inferences than were sensing writers. In a study of communication preferences in asynchronous learning, Lin, Granton, & Bridglall (2005) found that thinking types tended toward reflection and organization, while feeling types tended toward comfort and freedom from fear of confrontation as reasons for preferring asynchronous learning. Clark & Riley (2001) used typology to explain success in a beginning college chemistry class. ...
... Considering the vast potential computer technology brings to us, innovation on this area should be included as part of the plan in building our online learning communities. Lin et al. (2005) applies Jung's eight-psychological-type theory into investigating the individual learner's reaction to distance education. Jung's eight psychological types are the combination of introversion, extraversion, intuition, imagination, thinking and feeling. ...
This paper focuses on one of the most significant challenges in distance learning, the student-to-student interaction issue, by studying the interaction experiences of a group of students who have had a distance education experience. It addresses questions such as the current status of student interactions, the students' perceptions of such interactions, and the pattern emerged from such interaction behaviors. Using a phenomenological method, this study found out that the student interaction phenomenon in distance education was intertwined with many factors and themes. In order to foster an interactive learning community and encourage student interactions, all of the administrators, faculty, and staff in a distance education program need to collaborate with each other at an institutional level.
... Kim et al. (2005) similarly reported that some of the students they interviewed found telephone conversations with other students easier and less convoluted than email. Such preferences may well be influenced by students' Jungian personality type; a study by Lin, Cranton and Bridglall (2005) shows that students who are strong extraverts, and students who use their senses more than their intuition to understand the world, tend to miss physical presence and non-verbal interactions far more than students of other personality types. It is important to note, however, that not all students share such views, and Stodel et al. (2006) point to Anderson's (2004) observation of "a deep division between those who yearn for the immediacy of realtime communication, and those who are adamant that they have chosen online learning alternatives to avoid the time constraints imposed by synchronous ... activities" (p. ...
This paper reports the results of the first phase of a mixed methods study investigating the attitudes of students enrolled in a distance education MBA program towards interacting more with other students online. It grapples with the issue of whether students enrolled in a successful distance education program grounded in instructivist and constructivist pedagogy would support changes to its design centring around social-constructivist theory. In this phase, a predominantly quantitative online survey was administered to 316 students. The most significant finding was a division in attitudes according to nationality and location, with Indian respondents less satisfied with the status quo and more interested in changes than their Australian counterparts. This raises the possibility of a fundamental difference in the attitudes, expectations and preferences of Australian and Indian distance education students. However, the results also show that if changes of the nature suggested were made, most respondents would not consider withdrawing from the MBA program.
... Introverted students appreciate having time to think problems through carefully with time to reflect and be heard. Extroverted students value the additional opportunities to interact with the outside world, experiencing perspectives that would never be available to them in the face-to-face setting [43]. Apparently, however, logistic elements such as a well-defined course structure are also increasing satisfaction [44,45]. ...
The authors discuss elements that potentially impact student satisfaction with asynchronous learning: the media culture, digital, personal and mobile technologies, student learning preferences, pedagogy, complexities of measurement, and the digital generation. They describe a pilot study to identify the underlying dimensions of student satisfaction with online learning and present examples of techniques for engaging students in classes that respond to their uses of technology.
... Compared to more traditional forms of correspondence, email and other formats carried on the Internet have substantially shortened the time required for exchange of text-based messages. However, text-based communication lacks many of the cures, such as tone of voice and body language, that are available in face-to-face interaction (Lin, Cranton, & Bridglall, 2005) and some people find this 'disembodied communication' disconcerting. Hence there is interest in the educational use of technologies that provide for a greater sense of presence. ...
An aging academic workforce and increasing demand for tertiary education are combining to create an acute shortage of university teachers across almost every discipline in Australian universities. Distance education at the doctoral level has an increasing role to play in preparing a new generation of university teachers but brings new challenges for existing aca- demics responsible for that preparation. This study collected data from doctoral students and associated staff in two faculties at a regional Australian university with a growing number of doctoral students studying at a distance. Analysis of the data has produced insights into what currently works well for students and academics and what changes might be desirable. The paper presents selected data and lessons that can be applied to improve distance doctoral education.
... Compared to more traditional forms of correspondence, email and other formats carried on the Internet have substantially shortened the time required for exchange of text-based messages. However, text-based communication lacks many of the cures, such as tone of voice and body language, that are available in face-to-face interaction (Lin, Cranton, & Bridglall, 2005) and some people find this 'disembodied communication' disconcerting. Hence there is interest in the educational use of technologies that provide for a greater sense of presence. ...
An ageing academic workforce and increasing demand for tertiary education are combining to create an acute shortage of university teachers across almost every discipline in Australian universities. Distance education at the doctoral level has an increasing role to play in preparing a new generation of university teachers but brings new challenges for existing academics responsible for that preparation. This study collected data from doctoral students and associated staff in two faculties at a regional Australian university with a growing number of doctoral students studying at a distance. Analysis of the data has produced insights into what currently works well for students and academics and what changes might be desirable. The paper presents selected data and lessons that can be applied to improve distance doctoral education.
... Dunn & Dunn (2003) suggest that students whose learning styles are accommodated by curricular components can be expected to achieve much higher levels on standard performance measures than students who have not benefited from instructional methods that complement learning style. Lin et al. (2005) suggest that adult learners with distinct learning preferences gravitate towards corresponding styles of information presentation. ...
BACKGROUND. Many studies have documented the correlation of learning style and academic success for medical students. However, few have investigated the intersection of academic preparedness and students' preference for information processing. This study tested the hypothesis that learning style preference differs among medical students grouped by admission status. It also analyzed markers of academic success and their correlation with various learning styles. METHODS. First year students from six entering classes at one medical school regional campus were grouped into regular and alternate admission pools. All students completed two types of learning style questionnaire as a part of self-awareness training. RESULTS. Students from these distinct matriculant pools were found to have significant differences in multimodal, visual and kinesthetic learning styles. Both groups of medical learners were significantly different from the general population in several key learning characteristics, including sensing and judging dimensions measured using a version of the Myers-Brigs Type Indicator.
... Roy (2006) considers the impact of individual differences in learning styles on interactivity in asynchronous e-learning. Lin et al. (2005) observe individual differences in their psychological-type preferences associated with their responses to online learning as reflected in their sense of enjoyment and their online participation and in the quality of their learning experience. Mupinga et al. (2006) identify students' online interaction needs from the aspect of individual differences in the following dimensions of learning styles: extroversion vs. introversion, judging vs. perceiving, sensing vs. intuition, and thinking vs. feeling. ...
The learning process in online learning environment involves interactions among students, interaction between instructor and students, and collaborations in learning that result from these interactions. Students’ involvement in online interaction might relate to individual differences. The relationship betweenindividual differences and students’ learning and actions in online interaction needs to be explored. In this study, a web-based learning course “Computer Ergonomics” was employed to collect students’ online interaction data. Learning tasks and a project assignment were embedded in the course as a way to foster self-directed learning. The main focus of the study were to examine 1.how individual differences related to students’ actions in online discussion and their reactions toward learning, and 2. whether students with different levels of involvement in online discussion differed in their learning outcomes. Both qualitative and quantitative approaches were used in the research to analyzestudents’ verbal responses in the discussion forum. Students’ responses were categorized and counted for further analysis. Various indications, including gender, cognitive style, and use of study strategies were used as variables for analysis of response types among students. In addition to discussion data, students’ learning portfolios, project assignments and work sheets were also gathered for further analysis. The results of the study indicate that some of the variables correlated significantly with students’ action and socialization in online discussion and their learning reactions. Students’ with different levels of involvement performed differently (p < 0.0001).
Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies. Adopting a case study, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this chapter identifies the core components of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being), and further explores pre-service teachers' developmental trajectories of digital literacies before concluding with a discussion of implications for instruction and teacher education.
Pedagogical practices should enable the development of skills and abilities common to the health professions for the training of general practitioners with a high technical and scientific level. The most important in the teach- ing-learning process is the joint construction of knowledge. Depending on the quality of communication is that access to the individual’s conscious or unconscious will be done with greater or lesser potentiality. The present work presents an integrated model of course that is based on Edu-communication and Psycho-communication, and learning Psycho-communication, also using problematization about public health situations, as well as online learning de- sign concepts. At the end of the course, students present educational products that contribute to the improvement or resolve of the identified health prob- lem. The development of educational products was based on principles of behavioral theories: the structure of personality according to Eric Berne, the use of the senses, and neurolinguistics through the structuring of anchors. The graphic representation of the course shows a focus on Guidance and Support, Content and Activities, as well as Communication and Collabora- tion. The learning teaching process has a dynamicity capable of surprising us every day, every moment. Students demonstrate empathy with the course and present various educational products that have been available for use in health education.
Online Education is a comprehensive exploration of blended and fully online teaching platforms, addressing history, theory, research, planning, and practice. As colleges, universities, and schools around the world adopt large-scale technologies and traditional class models shift into seamless, digitally interactive environments, critical insights are needed into the implications for administration and pedagogy. Written by a major contributor to the field, this book contextualizes online education in the past and present before analyzing its fundamental changes to instruction, program integration, social interaction, content construction, networked media, policy, and more. A provocative concluding chapter speculates on the future of education as the sector becomes increasingly dependent on learning technologies.
While the field of composition studies has recognized that online writing instructors need professional development, less is known about what to educate teachers and administrators to do or how to do so. To better understand both who online writing instructors are and what they need, this study investigated to what extent the Jungian personality types might reveal what online writing instructors need and want in training and professional development. To research these questions, we developed a mixed-methods study using a nationwide survey of online instructor and administrator preferences and professional development needs, searching for potential patterns among participants; we requested that participants take and self-report data from the Jungian Typology Test (JTT), a variant of the Myers Briggs Type Indicator (MBTI). Our findings indicated significantly high percentages of Introverted types, iNtuitive types, and iNtuitive-Feeling types compared with the general population. Further, we found that Introversion and Extraversion may make a difference between enjoying and disliking online writing instruction (OWI), being an iNtuitive-Thinker and an iNtuitive Feeler may lead to preferring different OWI teaching strategies, and that educating OWI teachers and WPAs by harnessing their Jungian personality preferences may help with developing targeted, practical professional development.
Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).
Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors’ participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous discussion forums in 500 online courses to examine factors contributing to student participation. Results showed significant effects of both class size and amount of instructor participation, with a significant interaction between the two. In medium class sizes (with 15–30 students), amount of instructor participation did not predict the number of posts per student, but in smaller classes, significant differences in student participation were found depending on amount of instructor participation. Implications for fostering student participation in online discussion forums and interpreting research in this area are discussed.
This chapter examines two key factors that influence the efficacy of online learning: student and teacher interaction and rapport. These two factors are heavily influenced by the stance that the learner takes. Online learning is opening up more possibilities for lifelong learning. This chapter will provide a critical discussion of online education, the theories that ground this delivery system, and the challenges that one university faculty had in creating a community of learners in a technologymediated learning environment."Let's put our Reading Masters courses online," the Dean suggested. "We need to move our graduate course offerings into the twentyfirst century. Can't be left behind." She left the six of us in the conference room to talk over her proposal. But what was there to discuss? The answer was "No." It just wasn't possible. We'd lose that personal connection with our students that our university is known for. We'd lose those rousing discussions and meaningful interactions. Why, the students wouldn't even see each other, let alone see us. How could we encourage lifelong learning when we weren't even sold on the idea? The whole idea was impractical, unworkable, and inconceivable. Putting our courses online? Out of the question! That was four years ago. Since then there have been a few changes in our attitudes toward online teaching and learning. We now have face-to-face courses and an online Master of Education in Reading program, both identical in content and rigor-and both reflecting our pedagogical beliefs in the importance of the affective factors in creating a community of learners. This chapter shares our observations and new understandings as we examined the reactions and interactions of our students in our online courses.
Based on constructivist principles, this chapter provides a new instructional design map for online learning environments. This instructional design map includes considerations of five elements, namely, learner, knowledge, learning environment, assessment, and technology. Considerations of these elements are based on analyses of the past and existing instructional design models, online learning models, and constructive principles. Applications of the instructional design map are also discussed in the chapter.
Google the question, “How is the Internet changing the way we communicate?,” and you will find no shortage of opinions, or fears, about the Internet altering the way we communicate. Although the Internet is not necessarily making communication briefer (neither is the Internet making communication less formal), the Internet is manifesting our preference for writing over speaking. I propose that our preference for communicating through Internet-based text derives from a fundamental feature of writing: In contrast to speech, which is most often synchronous, text is most often asynchronous.
The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal Model recognizes that because learners represent different generations, different personality types, and different learning styles, teachers and instructional designers should seek to use multiple approaches including face-to-face methods and online technologies that meet the needs of a wide spectrum of students. A major benefit of multiple modalities is that they allow students to experience learning in ways in which they are most comfortable while also challenging them to experience and learn in other ways as well. Critical to this model is the concept that academic program and course goals and objectives drive the pedagogical approaches and technologies used. Issues related to definitions of blended learning, how teachers and students use technology, generational characteristics among student populations, and learning styles are examined
Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a richer variety of interaction between learners and content, instructor and peers. Provision of a "low threshold application" for development of learning experiences in such spaces will extend the opportunities for more teachers to arrange learning experiences in virtual spaces. A heuristic that maps the possible variety of learning experiences in virtual spaces is one option for supporting teachers in the design of such experiences.
Conjoint analysis was used to model the importance of study mode in students' choice of university. Study mode was proposed as a key choice attribute as universities have diversified their means of delivering education and increased the use of online delivery. Results are reported for two conjoint experiments. The first investigated how undergraduate students made trade-offs between study mode, university and tuition fees. The second examined similar trade-offs made by current and prospective postgraduates. Findings confirmed the importance of study mode to both groups and suggest two main reasons for its influence on university choice: it affects students' experiences of learning and socialising at university, and their time and place flexibility. The most preferred study modes for undergraduates and postgraduates were face-to-face study and print-based study, respectively. Given the trend towards online delivery, the findings have relevance to universities across national systems and reputational markets.
To understand the role of language in public life and the social process in general, we need first a closer understanding of how linguistic knowledge and social factors interact in discourse interpretation. This volume is a major advance towards that understanding. Professor Gumperz here synthesizes fundamental research on communication from a wide variety of disciplines - linguistics, sociolinguistics, anthropology and non-verbal communication - and develops an original and broadly based theory of conversational inference which shows how verbal communication can serve either between individuals of different social and ethnic backgrounds. The urgent need to overcome such barriers to effective communication is also a central concern of the book. Examples of conversational exchanges as well as of longer encounters, recorded in the urban United States, village Austria, South Asia and Britain, and analyzed to illustrate all aspects of the analytical approach, and to show how subconscious cultural presuppositions can damagingly affect interpretation of intent and judgement of interspeaker attitude. The volume will be of central interest to anyone concerned with communication, whether from a more academic viewpoint or as a professional working, for example, in the fields of interethnic or industrial relations.
Books reviewed:
Discussion‐Based Online Teaching to Enhance Student Learning: Theory, Practice and Assessment. By Tisha Bender. Sterling, Virginia: Stylus Publishing, 2003. xviii + 206 pages. ISBN 1‐57922‐065‐7. $24.95 (paperback).
This paper reviews the literature on the learning effectiveness of asynchronous online environments. It looks beyond the commonly accepted findings of no significant differences in learning outcomes between online and traditional courses to examine that literature in terms of forms of interactivity , a feature of online environments that might matter or be made to matter in learning. It thus explores and is organized according to learner interactions with course content, student interactions with instructors, and interactions among classmates in online course environments. More recent notions of interactions with computer and course interfaces and virtual interaction are also briefly examined. The chapter concludes with a summary of what the research tells us and its for implications online learning.
This book describes the theory and process of transformative learning (TL) and presents practical strategies for fostering and supporting TL. In chapters 1 and 2, TL is placed within the broader context of adult learning and Mezirow's 1991 theory of TL is presented. Chapter 3 examines the following: TL's relationship to the instrumental, communicative, and emancipatory learning domains and the perspectives of psychological, sociolinguistic, and epistemic reflection; critical responses to TL theory; and the relationship between TL and self-directed learning, autonomy, and critical thinking. Chapter 4 contains a taxonomy of TL and the learner's perspective on the process of working toward transformation. In Chapter 5, Jung's theory of psychological types is used to explain the different ways in which individuals engage in TL. Chapter 6 discusses teaching roles in relation to the three domains of learning, Chapter 7 describes the process of fostering learner empowerment, and Chapter 8 presents strategies that can be used to stimulate TL (including questioning techniques, consciousness-raising exercises, and experiential activities). Chapter 9 describes ways of supporting TL and practical techniques for encouraging learners to support one another. In chapter 10, the process of TL is applied to the adult educator's role. Contains 185 references. (MN)
Opportunities to engage in learning anytime or anywhere must address the issue of how to foster the desire for sustained and enduring learning. The need to understand the conditions necessary for facilitating this type of learning requires an understanding of the behaviors associated with autonomous learning coupled with self-efficacy beliefs.
Effective online education is a blend of pedagogy, technology, and organizational support. For meaningful online learning experiences, prospective online learners should evaluate the strengths of these three elements and play an active role in exploring the increased interaction opportunity that online learning provides.
With the advent of the 21st century, educators are being thrust into a new teaching environment: the cyber-classroom. In an attempt to stay competitive, many courses are being offered through higher learning institutions such educational software platforms such as Blackboard (http://www. blackboard. com/) and WebCT (http://www. webct. com/). Often, in-house training seminars attempt to target the manner in which course content is delivered through these platforms, but fail to inform teachers of the importance and need for creating healthy communication between participants within the course. With this in mind, Facilitating Online Learning: Effective Strategies for Moderators uniquely focuses on the teacher/moderator as a communication agent within the online learning environment. In Facilitating Online Learning: Effective Strategies for Moderators, Collison, Elbaum, Haavind, and Tinker (2000) address this critical issue, noting that "course design and presentation mechanisms-together with excellence in online dialogue facilitation-separate the excellent online course from the mediocre or weak one" (p. xiv).
The classic work on the 16 major personality types as identified in the Myers-Briggs Type Indicator.
The adult's learning projects: A fresh approach to theory and practice in adult learning. Toronto: Ontario Institute for Studies in Education
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Tough, A. (1971). The adult's learning projects: A fresh approach to theory and practice in adult
learning. Toronto: Ontario Institute for Studies in Education.
s research interests include communication, instructional technology, and adult and online learning. She is manager of faculty support for distance learning and instructional design at Teachers College, Columbia University. Lin has presented and published several papers in the above
- Lin Lin
LIN LIN's research interests include communication, instructional technology, and adult and online learning. She is manager of faculty support for
distance learning and instructional design at Teachers College, Columbia
University. Lin has presented and published several papers in the above
Designing and using tools for educational assessment
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Chatterji, M. (2003). Designing and using tools for educational assessment. Boston: Allyn and Bacon.
Snowmobiles: Technological revolution in the arctic
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Pelto (Eds.), Technology and social change (pp. 207-243). Long Grove, IL: Waveland Press.
The education manifesto: Renewing the progressive bond with posterity through the social construction of digital learning communities The new update on adult learning theory
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McClintock, R. (1999). The education manifesto: Renewing the progressive bond with posterity through
the social construction of digital learning communities. Retrieved January 22, 2005, from http://
www.ilt.columbia.edu/publications/manifesto/contents.html
Merriam, S. B. (2001). The new update on adult learning theory. San Francisco: Jossey-Bass.
The condition of education 2002: Student participation in distance education
National Center for Education Statistics. (2002). The condition of education 2002: Student
participation in distance education. Retrieved February 24, 2005, from http://nces.ed.gov/
programs/coe/2002/section5/indicator38.asp
Dancing to different drummers: Individual differences in online learning
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Lin, L., & Cranton, P. (2004). Dancing to different drummers: Individual differences in online
learning. Creative College Teaching Journal, 1(1), 30-40.
Discussion-based online teaching to enhance student learning: Theory, practice and assessment
- T Bender
Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice and
assessment. Sterling, VA: Stylus.
Assessing psychological type: The P
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Genetic, and General Psychology Monographs, 121(2), 247-274.
The education manifesto: Renewing the progressive bond with posterity through the social construction of digital learning communities
- R Mcclintock