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Stances to Facilitate Online Interaction and Rapport
PROCEEDINGS

, University of Central Florida, United States ; , Sam Houston State University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online learning is gaining strength and popularity in graduate programs across the nation. But, what does interaction and rapport look and feel like online? Between 1995 and 1997, the number of classes offered online in two and four year institutions nearly doubled (US Department of Education, 2002). This presentation will describe the ongoing efforts of the authors to investigate the interaction and rapport found in online courses. The authors will also provide handouts and offer ideas to support the reduction of transactional distance and increase social presence. Along with this, a participant stance (Britton, 1985; Wegmann, 2001) will be highlighted, such as exploring a possibilities or investigating personal inquiries. As opportunities for online learning increase, so must our understanding of online teaching. Rapport and interaction online are critical aspects of learning and must be supported and well understood if learning is to occur. We must not try to rely on technological savvy to make up for inadequate understanding of pedagogy.

Citation

Wegmann, S. & McCauley, J. (2006). Stances to Facilitate Online Interaction and Rapport. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 592-595). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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