Abstract
The effectiveness and potential of asynchronous online courses hinge on sustained, purposeful collaboration. And while many factors affecting interaction have been uncovered by prior literature, there are few accounts of the relative importance of these factors when studied in the same online course. In this paper, we develop a literature-informed model of six predictors on the likelihood that a note receives a reply. We corroborate earlier findings (such as the impact of the date that the note was posted) but also obtain one contradictory result (that reading ease does not appear to be a significant predictor). We offer hypotheses for our findings and suggest future directions for this type of research.
Original language | English |
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Title of host publication | 10th International Conference of the Learning Sciences |
Subtitle of host publication | The Future of Learning, ICLS 2012 - Proceedings |
Pages | 485-486 |
Number of pages | 2 |
Publication status | Published - 2012 |
Externally published | Yes |
Event | 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia Duration: 2 Jul 2012 → 6 Jul 2012 |
Conference
Conference | 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 |
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Country/Territory | Australia |
City | Sydney, NSW |
Period | 2/07/12 → 6/07/12 |