Search results for author:"Mary Thorpe"
Total records matched: 12 Search took: 0.058 secs
Australasian Journal of Educational Technology Vol. 24, No. 1 (Jan 01, 2008)
Quantitative and qualitative research of a case study course confirmed that the course achieved a highly interactive learning experience, associated with more effective student support and high student retention. Computer conferencing achieved high...
Distance Education Vol. 19, No. 2 (1998) pp. 265–86
Discusses the use of computer-mediated communication (CMC) in distance education, focusing on continuous assessment. Reviews an exploratory study of the use of collaborative assignments and assesses CMC contributions in an undergraduate course and...
Information Services & Use Vol. 20, No. 2 (2000) pp. 145–58
Discussion of distance education and reflective learning focuses on experiences in United Kingdom's Open University courses that include material about reflection and are designed to emphasize the process of the student's own learning. Links...
Lifelong Learning in Europe Vol. 4, No. 1 (1999) pp. 40–46
A shift from second-generation open and distance-education technology to third-generation computer-mediated education is often presented unquestioningly as a progression, a move to interactive and student-centered learning, which "must" be an...
European Journal of Psychology of Education Vol. 10, No. 2 (1995) pp. 153–67
Addresses one of three major challenges facing distance education--its claimed overreliance on behaviorist approaches to teaching and learning. Maintains that distance learning encourages students to review their own learning approaches and to be...
Open Learning Vol. 17, No. 2 (2002) pp. 105–19
Discussion of computer-mediated communication in open and distance learning focuses on how learner support of online-intensive and interactive forms of learning and teaching are conceptualized. Topics include virtual learning environments;...
Studies in Continuing Education Vol. 28, No. 3 (November 2006) pp. 203–221
A distinction between interpersonal and content interaction was identified in the literature, and applied in research undertaken on a selection of 36 courses. These courses differed in both the kinds of interaction offered and its integration in the ...
Online Learning in the Workplace: A Hybrid Model of Participation in Networked, Professional Learning
Australasian Journal of Educational Technology Vol. 28, No. 8 (2012) pp. 1267–1282
The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the...
Working at Community Boundaries: A Micro-Analysis of the Activist's Role in Participatory Learning Networks
Studies in the Education of Adults Vol. 37, No. 2 (2005) pp. 151–165
The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between ...
Online learning in the workplace: A hybrid model of participation in networked, professional learning
Australasian Journal of Educational Technology Vol. 28, No. 8 (Jan 01, 2012)
The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the ...
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 4391–4395
A project involving university tutors is using social networking tools to enable them to explore their benefits for both updating and knowledge management, and for student learning. The value of a tool such as Delicious for accessing information...
Pedagogy, Culture and Society Vol. 15, No. 3 (2007) pp. 349–366
Computer-mediated conferencing has been adopted, particularly for purposes of online course provision, as a method that can deliver community. Widespread interest in a communities-of-practice approach within both informal and formal learning has...