The influence of direct instruction on asynchronous educational discussions

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The influence of direct instruction on asynchronous educational discussions

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14389

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dc.contributor.advisor Moore, Joi L. en_US
dc.contributor.author Antonacci, David M.
dc.date.accessioned 2012-05-25T16:58:45Z
dc.date.available 2012-05-25T16:58:45Z
dc.date.issued 2011
dc.date.submitted 2011 Fall en_US
dc.identifier.other AntonacciD-121211-D7
dc.identifier.uri http://hdl.handle.net/10355/14389
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 25, 2012). en_US
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Dissertation advisor: Dr. Joi L. Moore en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies. en_US
dc.description "December 2011" en_US
dc.description Ph. D. University of Missouri-Columbia 2011. en_US
dc.description.abstract Online learning is an important and rapidly growing area, and asynchronous discussions are a vital component of online courses. This doctoral study examined the influence of discussion moderator messages, specifically messages with direct instruction content, had on those discussions. This study obtained data from content analysis of course discussions. The subjects for this study were the instructor and all 15 students enrolled in a fully-online graduate course at a large, public university medical center. The study found that the direct instruction content of an instructor message influenced students replying to that instructor message as well as students reading other student replies to that instructor message. The current study found that the direct instruction content of the instructor message may also influence students reading an instructor message and students responding to other replies to that instructor message. Instructors can use these findings to more effectively moderate their online discussions. en_US
dc.format.extent xii, 203 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2011 Freely available dissertations (MU) en_US
dc.subject computer mediated communication en_US
dc.subject online learning en_US
dc.subject content analysis en_US
dc.subject teaching presence en_US
dc.title The influence of direct instruction on asynchronous educational discussions en_US
dc.type Thesis en_US
thesis.degree.discipline Information science and learning technologies en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations


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