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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2012
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ971038 |
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| _version_ | 1867181780636794881 |
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| author | Waters, Jim |
| author_facet | Waters, Jim Waters, Jim |
| collection | Education Resources Information Center |
| contents | Thought-Leaders in Asynchronous Online Learning Environments Waters, Jim Foreign Countries Electronic Learning Online Courses Computer Assisted Instruction Information Systems Graduate Study Leadership Role Student Attitudes Leadership Effectiveness Peer Relationship Web Based Instruction Computer Mediated Communication Distance Education Content Analysis Transcripts (Written Records) Student Leadership Library Science Information Science Education Asynchronous Communication Discussion College Instruction College Students Questionnaires The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring relevant professional experience into the discussions. (Contains 11 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ971038 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | Thought-Leaders in Asynchronous Online Learning Environments Waters, Jim Foreign Countries Electronic Learning Online Courses Computer Assisted Instruction Information Systems Graduate Study Leadership Role Student Attitudes Leadership Effectiveness Peer Relationship Web Based Instruction Computer Mediated Communication Distance Education Content Analysis Transcripts (Written Records) Student Leadership Library Science Information Science Education Asynchronous Communication Discussion College Instruction College Students Questionnaires Thought-Leaders in Asynchronous Online Learning Environments Waters, Jim Foreign Countries Electronic Learning Online Courses Computer Assisted Instruction Information Systems Graduate Study Leadership Role Student Attitudes Leadership Effectiveness Peer Relationship Web Based Instruction Computer Mediated Communication Distance Education Content Analysis Transcripts (Written Records) Student Leadership Library Science Information Science Education Asynchronous Communication Discussion College Instruction College Students Questionnaires The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring relevant professional experience into the discussions. (Contains 11 tables.) |
| title | Thought-Leaders in Asynchronous Online Learning Environments |
| topic | Foreign Countries Electronic Learning Online Courses Computer Assisted Instruction Information Systems Graduate Study Leadership Role Student Attitudes Leadership Effectiveness Peer Relationship Web Based Instruction Computer Mediated Communication Distance Education Content Analysis Transcripts (Written Records) Student Leadership Library Science Information Science Education Asynchronous Communication Discussion College Instruction College Students Questionnaires |
| url | https://eric.ed.gov/?id=EJ971038 |