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dc.contributor.advisorMoore, Joi L., 1966-eng
dc.contributor.authorAntonacci, David M.eng
dc.date.issued2011eng
dc.date.issued2011eng
dc.date.submitted2011 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 25, 2012).eng
dc.descriptionThe 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.eng
dc.descriptionDissertation advisor: Dr. Joi L. Mooreeng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.eng
dc.description"December 2011"eng
dc.descriptionPh. D. University of Missouri-Columbia 2011.eng
dc.description.abstractOnline 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.eng
dc.format.extentxii, 203 pageseng
dc.identifier.oclc872560537eng
dc.identifier.otherAntonacciD-121211-D7eng
dc.identifier.urihttp://hdl.handle.net/10355/14389eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.subjectcomputer mediated communicationeng
dc.subjectonline learningeng
dc.subjectcontent analysiseng
dc.subjectteaching presenceeng
dc.titleThe influence of direct instruction on asynchronous educational discussionseng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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