Abstract
A great deal of research has been conducted on the roles of online moderators and on support structures needed for successful online collaboration and productive learning. While some research indicates the need for highly structured environments with facilitation and tutor support, this case study suggests that by utilising well designed inquiry orientated tasks, students learn to self-direct their own activities. In the study presented here, the assessment of the task increased student motivation and task based interactions indicated that supportive feedback and social exchange was a characteristic feature of successful task engagement.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications |
| Editors | P. Barker, S. Rebelsky |
| Place of Publication | Waynesville, United States of America |
| Publisher | Association for the Advancement of Computing in Education (AACE) |
| Pages | 1293-1298 |
| ISBN (Print) | 1880094452 |
| Publication status | Published - 2002 |
| Event | ED-MEDIA 2002: World Conference on Educational Multimedia, Hypermedia & Telecommunications - Denver, United States of America Duration: 24 Jun 2002 → 29 Jun 2002 |
Conference
| Conference | ED-MEDIA 2002: World Conference on Educational Multimedia, Hypermedia & Telecommunications |
|---|---|
| City | Denver, United States of America |
| Period | 24/06/02 → 29/06/02 |
Keywords
- Teacher Education and Professional Development of Educators
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