Peer-Communication in Distance Education: Perspectives and Challenges.
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| Title: | Peer-Communication in Distance Education: Perspectives and Challenges. |
|---|---|
| Authors: | Papi, Cathia1 cathia.papi@teluq.ca, Angulo Mendoza, Gustavo Adolfo1, Brassard, Caroline1, Bédard, Jean-Luc1, Sarpentier, Christine1 |
| Source: | Ubiquitous Learning: An International Journal. Mar2019, Vol. 12 Issue 1, p13-33. 21p. |
| Subject Terms: | *Distance education, *Authentic learning, *Universities & colleges, *Right to education, Deep learning, Meta-analysis |
| Abstract: | While distance education (DE) has burgeoned over the past twenty years and is permitting greater access to higher education (college and university), student persistence and quality of learning remain problematic. Promoting dialogue or work among peers is sometimes seen as a solution, but the techno-pedagogical devices for doing so are varied and their impacts poorly understood. This is what motivated this review and analysis of the techno-pedagogical devices introduced in Canadian colleges and universities to encourage distance interaction. Our systematic review examines sixty studies published between January 2005 and December 2014. It establishes a typology of research problems in the field that identifies four main research questions as well as a typology of techno-pedagogical devices based on their goals. These studies reveal that interaction and collaborative work are challenging for learners who are extremely concerned about the restraints relating to time flexibility, disregarding the opportunities offered. However, the studies also show that when students do interact and collaborate, which is the case in authentic learning situations targeting skills development, they derive satisfaction from social linkages with their peers and are likely to achieve deep learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Ubiquitous Learning: An International Journal is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 139235908 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Peer-Communication in Distance Education: Perspectives and Challenges. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Papi%2C+Cathia%22">Papi, Cathia</searchLink><relatesTo>1</relatesTo><i> cathia.papi@teluq.ca</i><br /><searchLink fieldCode="AR" term="%22Angulo+Mendoza%2C+Gustavo+Adolfo%22">Angulo Mendoza, Gustavo Adolfo</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brassard%2C+Caroline%22">Brassard, Caroline</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bédard%2C+Jean-Luc%22">Bédard, Jean-Luc</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sarpentier%2C+Christine%22">Sarpentier, Christine</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Ubiquitous+Learning%3A+An+International+Journal%22">Ubiquitous Learning: An International Journal</searchLink>. Mar2019, Vol. 12 Issue 1, p13-33. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Authentic+learning%22">Authentic learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br /><searchLink fieldCode="DE" term="%22Deep+learning%22">Deep learning</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: While distance education (DE) has burgeoned over the past twenty years and is permitting greater access to higher education (college and university), student persistence and quality of learning remain problematic. Promoting dialogue or work among peers is sometimes seen as a solution, but the techno-pedagogical devices for doing so are varied and their impacts poorly understood. This is what motivated this review and analysis of the techno-pedagogical devices introduced in Canadian colleges and universities to encourage distance interaction. Our systematic review examines sixty studies published between January 2005 and December 2014. It establishes a typology of research problems in the field that identifies four main research questions as well as a typology of techno-pedagogical devices based on their goals. These studies reveal that interaction and collaborative work are challenging for learners who are extremely concerned about the restraints relating to time flexibility, disregarding the opportunities offered. However, the studies also show that when students do interact and collaborate, which is the case in authentic learning situations targeting skills development, they derive satisfaction from social linkages with their peers and are likely to achieve deep learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Ubiquitous Learning: An International Journal is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/1835-9795/CGP/v12i01/13-33 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 13 Subjects: – SubjectFull: Distance education Type: general – SubjectFull: Authentic learning Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Right to education Type: general – SubjectFull: Deep learning Type: general – SubjectFull: Meta-analysis Type: general Titles: – TitleFull: Peer-Communication in Distance Education: Perspectives and Challenges. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Papi, Cathia – PersonEntity: Name: NameFull: Angulo Mendoza, Gustavo Adolfo – PersonEntity: Name: NameFull: Brassard, Caroline – PersonEntity: Name: NameFull: Bédard, Jean-Luc – PersonEntity: Name: NameFull: Sarpentier, Christine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 18359795 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Ubiquitous Learning: An International Journal Type: main |
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