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dc.contributor.advisorLaffey, James M. (James Michael), 1949-eng
dc.contributor.authorReid, David H.eng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 18, 2013).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. James Laffeyeng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.description"December 2012"eng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Despite the supporting literature on the social nature of learning (Vygotsky, 1978; Bandura, 1977; Wenger, 1998), the online teaching environments at many of our colleges and universities still do not fully embraced the importance of social interactions in regards to learning. In response to this problem the Reid Activity Recommendation (REACTIR) mechanism was created to enhance the social nature of online learning within three course sites at a large Midwestern university. Leveraging the Tsai et al. (2008) framework for exploring the social nature of online learning, the REACTIR mechanism was designed to specifically impact the constructs of social ability, technology acceptance, and course usage. The results concluded that none of the major constructs of the social nature of online learning were impacted by the current REACTIR design. However, the quantitative findings did reveal that REACTIR positively impacted peer social presence in the larger course in the study, especially for individuals with low course usage. Additionally, almost 41% of the participants indicated that the REACTIR mechanism was at least somewhat useful. Finally, the qualitative analysis concluded that the attributes of the learning environment, as well as individual learner characteristics (e.g. student approach to learning) may play key roles in a course activity recommendation system and should be considered in future designs.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentix, 132 pageseng
dc.identifier.oclc872569388eng
dc.identifier.urihttps://hdl.handle.net/10355/33236
dc.identifier.urihttps://doi.org/10.32469/10355/33236eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campus of the University of Missouri--Columbia.eng
dc.subjectonline learningeng
dc.subjectsocial interactionseng
dc.subjectactivity recommendation systemeng
dc.titleUsing collaborative filtering based recommendations to promote the social nature of online learningeng
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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