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How and why do students of higher education participate in online seminars?
Kungliga Tekniska Högskolan.
Mid Sweden University, Faculty of Human Sciences, Institution of education. (HEALTH)
2012 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, no 3, p. 253-271Article in journal (Refereed) Published
Abstract [en]

Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.

Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2012. Vol. 17, no 3, p. 253-271
Keywords [en]
Computer-mediated communication; Higher education; Online education; Online participation; Online seminar; Tool
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-11423DOI: 10.1007/s10639-011-9155-yScopus ID: 2-s2.0-84857685116OAI: oai:DiVA.org:miun-11423DiVA, id: diva2:310736
Available from: 2010-04-15 Created: 2010-04-15 Last updated: 2017-12-12Bibliographically approved

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Publisher's full textScopushttp://www.springerlink.com/content/vr5086840lh43885/fulltext.pdf

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Jaldemark, Jimmy

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