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Big Island, HI, USA
Jan. 6, 2003 to Jan. 9, 2003
ISBN: 0-7695-1874-5
pp: 3a
Robert Heckman , Syracuse University
Hala Annabi , Syracuse University
ABSTRACT
While much research has shown that ALNs can produce learning equivalent to FTF classrooms, there has been little empirical research that explicitly and rigorously explores similarities and differences between the learning processes that occur in ALN and FTF activities. Transcripts from eight case study discussions, 4 FTF, 4 ALN, were content analyzed. The study used a content analytic framework derived primarily from previous work of Anderson, Archer, Garrison and Rourke. These authors developed a model that studies cognitive, social, and teaching processes in ALN discussions. Based on the work of Aviv [5], the current scheme also considers characteristics of the discourse process. The findings provide evidence that ALNs generate high levels of cognitive activity, at least equal to, and in some cases superior to, the cognitive processes in the FTF classroom.
INDEX TERMS
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CITATION
Robert Heckman, Hala Annabi, "A Content Analytic Comparison of FTF and ALN Case-Study Discussions", HICSS, 2003, 36th Hawaii International Conference on Systems Sciences, 36th Hawaii International Conference on Systems Sciences 2003, pp. 3a, doi:10.1109/HICSS.2003.1173631
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