4/3/2023 0 Comments Uc elinks institution portalILD is clearly a factor of great importance to learners whom recognized the multiple roles and competences of online instructors in creating effective learning communities. This relationship was of practical and statistical significance. The findings of this stu dy suggest that there is a direct relationship between instructor and learner discour se in online courses. A course evaluation survey included o ne open-ended question on discourse and provided further insight toward the nature of t he quantitatively measured hypothesized relationship. Content a nalysis procedures were used to quantify ILD. Quantitative path analysis procedures were used to examine the direct hypothes ized relationship between the extent of both instructor and learner discourse. A quant itative path analysis, content analysis, and course evaluation surveys were used to conduct this study. This study empirically examined the extent of ILD in TDs in online courses. It was also grounded on the assumption tha t ILD is a factor of importance to both learners and the vitality of the online instit ution. This study was grounded on the assumption that ther e is a correlation between the extent of both instructor and learner discourse (ILD) in Threaded Discussions (TDs) in online courses. Online administrators should expect instructors to facilit ate ILD that is interactive, supportive, enjoyable, timely, helpful, encouraging, motivating, interesting, and engaging. The findings of this study suggest that ILD is of great importance to learners taking their first online course. The findings of this study suggest that there is a direct relationship between instructor a nd learner discourse in online courses. A course eval uation survey included one open- ended question on discourse and provided further in sight toward the nature of the quantitatively measured hypothesized relationship. Content analysis procedures were used to quantify ILD. Quantitative path analysis procedures were used to examine the direct hypothesized relationship between the extent of both instructor and learner discourse. A quantitative path analysis, content analysis, and course evaluation s urveys were used to conduct this study. This study recognized the impor tance of ILD for learners taking their first online courses and the vitality of the online learning institution. This study was grounded on the assumptions that Ins tructor and Learners Discourse (ILD) in Threaded Discussions (TDs) in online cours es is of great importance to learners taking their first online course and that there is a correlation between instructor and learners discourse. Administrators of online universities should develop and implement policies on expectations for instructors to facilitate ILD in the online learning environment. The findings of this study suggest that there is a direct relationship between instructor and learner discourse in online courses and MBA instructors and learners posted more frequently that MA instructors and learners. A course evaluation survey included one open-ended question on discourse and provided further insight toward the nature of the quantitatively measured hypothesized relationship. Quantitative path analysis procedures were used to examine the direct hypothesized relationship between the extent of both MBA and MA instructor and MBA and MA learner discourse. A quantitative path analysis, content analysis, and course evaluation surveys were used to conduct this study. This researcher recognized the importance of ILD for both learners taking online courses and the vitality of the online university. This study was grounded on the assumptions that (a) Instructor and Learners Discourse (ILD) in Threaded Discussions (TDs) in online courses is of great importance to both MBA and MA learners (b) there is a correlation between instructor and learners discourse and (c) there is a difference in the frequency of postings between MBA and MA learners.
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