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The Continuing Struggle for Community and Content in Blended Technology Courses in Higher Education
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Author(s): Richard A. Schwier (University of Saskatchewan, Canada)and Mary E. Dykes (University of Saskatchewan, Canada)
Copyright: 2007
Pages: 16
Source title:
Making the Transition to E-Learning: Strategies and Issues
Source Author(s)/Editor(s): Mark Bullen (British Columbia Institute of Technology, Canada)and Diane Janes (University of Saskatchewan, Canada)
DOI: 10.4018/978-1-59140-950-2.ch010
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Abstract
This chapter reports a three-year case study of communication strategies in online discussions in a graduate seminar and extends preliminary findings from the first two years of the study (Dykes & Schwier, 2003; Schwier & Balbar, 2002). It discusses how different combinations of synchronous and asynchronous communication strategies were implemented in a graduate-level course, and examines how implementation strategies influenced the balance of community, social engagement, and content in online learning environments in higher education.
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