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Peer Interaction: The Experience of Distance Students at University Level

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Title: Peer Interaction: The Experience of Distance Students at University Level
Language: English
Authors: Ferguson, R.
Source: Journal of Computer Assisted Learning. Dec 2010 26(6):574-584.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Distance Education, Online Courses, Web Based Instruction, Computer Mediated Communication, Asynchronous Communication, Instructional Design, College Students, Interviews, Interaction, Open Universities, Peer Relationship, Grounded Theory, Affective Behavior, Educational Technology, Instructional Effectiveness, College Instruction, Student Attitudes, Questionnaires, Business Administration Education, Education Courses
Geographic Terms: United Kingdom
DOI: 10.1111/j.1365-2729.2010.00386.x
ISSN: 0266-4909
Abstract: This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded-theory approach, reveals disparities between course designers' and students' reasons for integrating computer-mediated interaction within the courses. It draws attention to the significant affective challenges that online students face when working together, and demonstrates a need to pay attention to their problems with self-presentation. The study also reinforces the socio-cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face-to-face learning interaction and other forms of support as they engage with individuals in their everyday environment. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 58
Entry Date: 2012
Accession Number: EJ978614
Database: ERIC
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  Data: Peer Interaction: The Experience of Distance Students at University Level
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Based+Instruction%22">Web Based Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Administration+Education%22">Business Administration Education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Courses%22">Education Courses</searchLink>
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  Data: 10.1111/j.1365-2729.2010.00386.x
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  Data: This study investigates how university students on distance learning courses experience interaction with their peers. Students on two distance learning courses at The Open University (UK) were interviewed, to investigate learners' experience of interaction on these courses. The analysis, using a grounded-theory approach, reveals disparities between course designers' and students' reasons for integrating computer-mediated interaction within the courses. It draws attention to the significant affective challenges that online students face when working together, and demonstrates a need to pay attention to their problems with self-presentation. The study also reinforces the socio-cultural view that it is important to consider the various contexts in which online learning takes place. Distance students have opportunities to structure their own learning contexts, and this allows them to source face-to-face learning interaction and other forms of support as they engage with individuals in their everyday environment. (Contains 3 tables.)
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