DOI: 10.5176/2251-3566_L315.13
Authors: Brian McDyre, Ashley McAndrew and Esther Smidt
Abstract:
This qualitative case study seeks to investigate a graduate synchronous and asynchronous online course, Teaching English Language Learners PK-12, at a midsized, mid-Atlantic state university. The research question is: Using the framework of Transactional Distance Theory [1], in what ways did the interplay of individuals, environment, and patterns of behavior impact our online course? Data sources consisted of blogs kept by the instructor and two teaching assistants. These data sets were coded using the qualitative software NVivo 10. Discussion centered around: (i) the instructor’s use of tech tools and their effects on the class, (ii) the preeminence of modes of interaction in synchronous communication, (iii) the strong links between netiquette and students’ synchronous chat experience, and (iv) technology fluency and participation rates.
Keywords: online course, transactional distance theory, synchronous, asynchronous
Updating...