Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/4782
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Parkes, Mitchell | en |
local.source.editor | Editor(s): P Barker and S Rebelsky | en |
dc.date.accessioned | 2010-02-24T16:29:00Z | - |
dc.date.issued | 2002 | - |
dc.identifier.citation | Proceedings of ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia and Telecommunications, p. 1331-1336 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/4782 | - |
dc.description.abstract | A great deal of research has been conducted on the roles of online moderators and on support structures needed for successful online collaboration and productive learning. While some research indicates the need for highly structured environments with facilitation and tutor support, this case study suggests that by utilising well designed inquiry oriented tasks, students learn to self-direct their own activities. In the study presented here, the assessment of the task increased student motivation and task based interactions indicated that supportive feedback and social exchange was a characteristic feature of successful task engagement. | en |
dc.language | en | en |
dc.publisher | Association for the Advancement of Computing in Education (AACE) | en |
dc.relation.ispartof | Proceedings of ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia and Telecommunications | en |
dc.title | Self-moderation: Is it a useful strategy to encourage online collaboration? | en |
dc.type | Conference Publication | en |
dc.relation.conference | ED-MEDIA 2002: World Conference on Educational Multimedia, Hypermedia & Telecommunications | en |
dc.subject.keywords | Specialist Studies in Education | en |
local.contributor.firstname | Mitchell | en |
local.subject.for2008 | 130399 Specialist Studies in Education not elsewhere classified | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.profile.school | School of Education | en |
local.profile.email | mparkes2@une.edu.au | en |
local.output.category | E1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:582 | en |
local.date.conference | 24th - 29th June, 2002 | en |
local.conference.place | Denver, United States of America | en |
local.publisher.place | Norfolk, United States of America | en |
local.format.startpage | 1331 | en |
local.format.endpage | 1336 | en |
local.peerreviewed | Yes | en |
local.title.subtitle | Is it a useful strategy to encourage online collaboration? | en |
local.contributor.lastname | Parkes | en |
dc.identifier.staff | une-id:mparkes2 | en |
local.profile.orcid | 0000-0001-7226-023X | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:4898 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Self-moderation | en |
local.output.categorydescription | E1 Refereed Scholarly Conference Publication | en |
local.relation.url | http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/17/11.pdf | en |
local.conference.details | ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Denver, United States of America, 24th - 29th June, 2002 | en |
local.search.author | Parkes, Mitchell | en |
local.istranslated | No | en |
local.uneassociation | Unknown | en |
local.year.published | 2002 | en |
local.date.start | 2002-06-24 | - |
local.date.end | 2002-06-29 | - |
Appears in Collections: | Conference Publication School of Education |
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