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Direct linkJiang, Wenting – Distance Education, 2017
More and more educational institutions are moving towards online distance learning. Although asynchronous online learning overcomes the constraints of time, place and pace, online distance learners feel isolated due to the lack of real-time communications. One possible solution for overcoming this sense of isolation is regulating student online…
Descriptors: Student Role, Role Perception, Perspective Taking, Sense of Community
Haggerty, Carmel E. – Distance Education, 2015
Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…
Descriptors: Online Courses, Electronic Learning, Foreign Countries, Faculty Workload
Murphy, L. M.; Shelley, M. A.; White, C. J.; Baumann, U. – Distance Education, 2011
This collaborative research project sought to determine the attributes, skills and expertise/knowledge needed by distance language teachers. The first phase of the project explored tutor perspectives using discussion groups, questionnaires, interviews and a yoked-subject technique. Statements and categories of expertise were identified, elaborated…
Descriptors: Nonverbal Communication, Student Attitudes, Discussion Groups, Tutors
Vlachopoulos, Panos; Cowan, John – Distance Education, 2010
This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the…
Descriptors: Grounded Theory, Teacher Role, Computer Mediated Communication, College Faculty
