Interpersonal Communication in Distance Education

Rangecroft, Margaret

doi:10.1080/02607479819944

Cited by 12 publications

(12 citation statements)

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“…These emerging technologies support synchronous and asynchronous remote communication, often involve electronic discussion databases, and provide sophisticated informationsharing capability (Watson Fritz et al, 1998). In addition to team and task support, these technologies can play a signi"cant role in minimizing the geographical distance and social isolation felt by many teleworkers (Li, 1998;Rangecroft, 1998). Thus, these technologies have the ability to signi"cantly transform the way organizations' conduct business, span geographical boundaries, and at the same time potentially overcome the most signi"cant inhibitor (e.g.…”

Section: Teleworkingmentioning

confidence: 98%

Creating an effective training environment for enhancing telework

Venkatesh¹,

Speier²

2000

International Journal of Human-Computer Studies

155

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There is a growing need for research examining the e!ective implementation and management of teleworking as it is increasingly being used as an organizational work structure. The enhanced functionality of many information technologies facilitates the completion of work across geographically dispersed teleworkers while simultaneously providing a vehicle to overcome social isolation that has been viewed as an inhibitor of teleworker e!ectiveness. This research assesses two training methods that can be used to help teleworkers develop skill sets for using these technologies. The results suggest that using a game-based training method facilitates the training process by increasing users' intrinsic motivation resulting in increased intention to use the technology. This can be particularly important in enhancing the e!ective completion of team and individual telework while at the same time providing a mechanism to minimize teleworkers social isolation.

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Section: Teleworkingmentioning

confidence: 98%

Creating an effective training environment for enhancing telework

Venkatesh¹,

Speier²

2000

International Journal of Human-Computer Studies

155

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“…Literature on the use of the web by teachers and the construction of sites for educational purposes (such as Williams & McKeown, 1996;Tait, 1997;Bourne, 1998;Murray, 1998;Selinger, 1998;Wegerif, 1998;Veen et al, 1998) provided a framework for understanding the context of web development. (The context for teacher development was provided by, for example, Capel et al, 1996Capel et al, , 1999Bottino et al, 1998;Jaffee, 1998;Rangecroft, 1998;Rhine, 1998;Selinger, 1998;Leask & Pachler, 1999;Cloke, 2000;Leask & Meadows, 2000;Watson, 2000;Butler, undated). Literature on the processes of learning also had an impact on the framing of the research questions (Adey & Shayer, 1994;Harris, 1996;Riding & Burton, 1998;Shneiderman, 1998).…”

Section: Methodology and Theoretical Framework For The Researchmentioning

confidence: 99%

The European schoolnet. an online European community for teachers? a valuable professional resource?

Leask

Younie

2001

Teacher Development

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This article reports on selected issues emerging from research being undertaken through 'The Learning School' Project -part of the European Schoolnet (EUN) Multimedia Project (MM1010). The EUN is funded jointly by the European Commission, the Ministries of Education of 20 European Countries, and the participating universities and organisations. The final report of 'The Learning School' project is available on the EUN website (http://www.eun.org). This article introduces some of the major issues emerging from the research on the Learning School Project, regarding pedagogy, demands on teachers, pupil learning styles and understanding change as a multi-faceted process with technology interfacing each of these components. A key purpose of the EUN is to provide an electronic network linking national networks giving added European value to the curriculum experienced by pupils in Europe and providing opportunities for teacher professional development in the European context.

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“…Students attend classes on their own, study on their own, and rarely interact with fellow students. Distance-education courses may make students feel more isolated (Rangecroft, 1998) because students have fewer connections to each other when compared to students attending class in traditional settings (Piercy, 2000). However, distance-education instructors can foster student participation by early personal introductions and sharing of course expectations, career interests, reasons for taking the course, and sharing of personal interests (Piercy, 2000).…”

Section: Please Scroll Down For Articlementioning

confidence: 96%

Teaching and Learning Experiences in a Collaborative Distance-Education Environment

Martin

Scheetz

2011

Gerontology & Geriatrics Education

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The Great Plains Distance Education Alliance (Great Plains IDEA) emphasizes the importance of a collaborative environment for instructors and students in distance education. The authors highlight a number of important principles for distance-education programs and point out similarities and differences when compared to traditional face-face-to classes such as communication, classroom management, connectivity, and technical challenges. They summarize general topics concerning the faculty, the syllabus, office hours, the calendar, and announcements. Three essential lesson components are noted: an overview, the lesson itself, and supplemanetary material. The authors also take the student perspective, emphasizing the diversity of students, the importance of computer proficiency, and student interactions. Finally, they summarize a first round of course evaluations in the Great Plains IDEA gerontology master's program.

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Interpersonal Communication in Distance Education

Cited by 12 publications

References 0 publications

Creating an effective training environment for enhancing telework

Creating an effective training environment for enhancing telework

The European schoolnet. an online European community for teachers? a valuable professional resource?

Teaching and Learning Experiences in a Collaborative Distance-Education Environment

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