Relationship between students' perception of and their interaction in asynchronous online discussion
The use of asynchronous online discussion (AOD) in teaching and learning has become rather common in many higher learning institutions.At Universiti Utara Malaysia, a learning management system (LMS) named LearningCare with capability of providing asynchronous online discussion was introduced in 20...
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| Format: | Monograph |
| Language: | English English |
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Universiti Utara Malaysia
2007
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| Online Access: | http://repo.uum.edu.my/7805/1/sitinazuar_2007.pdf http://repo.uum.edu.my/7805/3/1.Siti%20Nazuar%20Sailin.pdf http://repo.uum.edu.my/7805/ http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000331882 |
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| Institution: | Universiti Utara Malaysia |
| Language: | English English |
| Summary: | The use of asynchronous online discussion (AOD) in teaching and learning has become rather common in many higher learning institutions.At Universiti Utara Malaysia, a
learning management system (LMS) named LearningCare with capability of providing asynchronous online discussion was introduced in 2001.Several courses in the education
faculty are integrating this technology as a support medium to face-to-face teaching.This study aims to identify students’ perceived interaction in asynchronous online
discussion and their perception towards their online competencies, content knowledge,instructor’s role and the asynchronous online discussion system capabilities among final year educational technology undergraduate students. This study found that students reported highest interaction in terms of cognitive dimension, followed by interactivity
and meta-cognitive.The lowest interaction found in this study was interaction that relate to social dimension. This study also found a positive significant relationship between
students’ perceived interaction in asynchronous online discussion with students’ perception towards their online competencies, content knowledge, instructor’s role and
the online discussion system capabilities.In terms of gender, this study found no significant differences between male and female students’ perception of their interaction
in asynchronous online discussion and other variables studied.The findings from this study reveal that students’ interaction in asynchronous online discussion could encourage active construction of knowledge among students through interaction with peers and lecturers.Thus, the use of asynchronous online discussion is very valuable in the development of students’ learning process and teaching development. |
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