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Artículos de revistas sobre el tema "Computer conferencing in education"

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Publicado: 4 de junio de 2021
Última modificación: 4 de marzo de 2023

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1

Hollenbeck, John. "Democracy and computer conferencing". Theory Into Practice 37, n.º 1 (enero de 1998): 38–45. http://dx.doi.org/10.1080/00405849809543784.

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Adeyeye, Gbenga Michael. "Positive Impact of Computer Conferencing in Distance Education". European Journal of Multidisciplinary Studies 4, n.º 2 (31 de mayo de 2019): 6. http://dx.doi.org/10.26417/ejms-2019.v4i2-533.

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A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: as synchronicity, interactivity, textual communications, and collaboration.
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3

Landis, B. J. y Mary Wainwright. "Computer Conferencing". Nurse Educator 21, n.º 2 (marzo de 1996): 9–14. http://dx.doi.org/10.1097/00006223-199603000-00004.

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4

Dirksen, Charles J. y Truls Ostbye. "Effective Computer Conferencing in University Education". Journal of Education for Business 64, n.º 8 (mayo de 1989): 348–51. http://dx.doi.org/10.1080/08832323.1989.10117388.

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5

Harris, Rachel. "Computer‐Conferencing Issues in Higher Education". Innovations in Education & Training International 36, n.º 1 (febrero de 1999): 80–91. http://dx.doi.org/10.1080/1355800990360111.

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6

Klemm, W. R. "USING COMPUTER CONFERENCING IN TEACHING". Community College Journal of Research and Practice 22, n.º 5 (enero de 1998): 507–18. http://dx.doi.org/10.1080/1066892980220504.

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7

Pincas, Anita. "The educational potential of computer conferencing". ReCALL 6, n.º 1 (mayo de 1994): 15–18. http://dx.doi.org/10.1017/s0958344000002974.

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Computer conferencing is a mode of communication in which participants send text messages between each others' computers which are all linked to a host computer via telephone lines. It is different from email in that it uses software that allows genuine group interaction. It is used for administrative purposes, for information exchange, for informal group interaction, and for distance education in which it can be combined with other media, e.g. face-to-face, satellite broadcasting, videoconferencing, ordinary correspondence, telephone contact, etc. The great benefit of computer conferencing for distance education is that it can be accessed at any time that is convenient to participants, since it need not be used for synchronous conferencing and the relevant files remain open to users for 24 hours of every day. It thus brings learners into frequent contact with each other as well as with their tutors and obviates, to a large extent, the need for cumbersome distance materials.
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8

Walton, Roger. "New Wineskins? Distance Education and Computer Conferencing". British Journal of Theological Education 9, n.º 2 (junio de 1997): 38–48. http://dx.doi.org/10.1080/1352741x.1997.11674105.

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9

Austin, Roger. "Computer conferencing; discourse, education and conflict mediation". Computers & Education 29, n.º 4 (diciembre de 1997): 153–61. http://dx.doi.org/10.1016/s0360-1315(97)00038-9.

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10

Phillips, Amy Friedman y Pamela S. Pease. "Computer: Computer conferencing and education: Complementary or contradictory concepts?" American Journal of Distance Education 1, n.º 2 (enero de 1987): 44–52. http://dx.doi.org/10.1080/08923648709526583.

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11

Eastmond, Daniel V. "Adult distance study through computer conferencing". Distance Education 15, n.º 1 (enero de 1994): 128–52. http://dx.doi.org/10.1080/0158791940150109.

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12

McDowell, Earl. "An Investigation of the Relationships among Technology Experiences, Communication Apprehension, Writing Apprehension, and Computer Anxiety". Journal of Technical Writing and Communication 28, n.º 4 (octubre de 1998): 345–55. http://dx.doi.org/10.2190/65w2-5ebf-7kmj-mdly.

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This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. The results indicate that significant relationships exist between computer anxiety, and computer/wordprocessing, between computer anxiety, and computer electronic discussion group, between computer anxiety and online computer service, between computer anxiety and CD-RAM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. The specifics of these results and other significant differences are reported and discussed in this article.
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13

Rekkedal, Torstein y Morten Flate Paulsen. "Computer Conferencing in Distance Education: Status and Trends". European Journal of Education 24, n.º 1 (1989): 61. http://dx.doi.org/10.2307/1503146.

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14

Salmon, Gilly. "Computer Mediated Conferencing in Large Scale Management Education". Open Learning: The Journal of Open, Distance and e-Learning 14, n.º 2 (junio de 1999): 34–43. http://dx.doi.org/10.1080/0268051990140205.

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15

Lang, W. Paul. "An application of computer conferencing in dental education". International Journal of Bio-Medical Computing 31, n.º 3-4 (octubre de 1992): 221–31. http://dx.doi.org/10.1016/0020-7101(92)90006-e.

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16

Schrire, Sarah. "Interaction and cognition in asynchronous computer conferencing". Instructional Science 32, n.º 6 (noviembre de 2004): 475–502. http://dx.doi.org/10.1007/s11251-004-2518-7.

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17

Donnelly, Roisin y John Gardner. "Content analysis of computer conferencing transcripts". Interactive Learning Environments 19, n.º 4 (septiembre de 2011): 303–15. http://dx.doi.org/10.1080/10494820903075722.

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18

Andrusyszyn, Mary-Anne, Carroll Iwasiw y Dolly Goldenberg. "Computer Conferencing for Graduate Students". Nurse Educator 23, n.º 2 (marzo de 1998): 8–9. http://dx.doi.org/10.1097/00006223-199803000-00003.

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19

Mason, Robin. "Computer conferencing: a contribution to self-directed learning". British Journal of Educational Technology 19, n.º 1 (enero de 1988): 28–41. http://dx.doi.org/10.1111/j.1467-8535.1988.tb00249.x.

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20

Skinner, B. "Computer conferencing - does it motivate EFL students?" ELT Journal 53, n.º 4 (1 de octubre de 1999): 270–80. http://dx.doi.org/10.1093/elt/53.4.270.

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21

Thomas, Ray. "Benefits and costs of computer conferencing in adult education". Intelligent Tutoring Media 1, n.º 2 (enero de 1990): 65–72. http://dx.doi.org/10.1080/14626269009409090.

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22

Garrison, D. Randy. "Computer conferencing: the post‐industrial age of distance education". Open Learning: The Journal of Open, Distance and e-Learning 12, n.º 2 (junio de 1997): 3–11. http://dx.doi.org/10.1080/0268051970120202.

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23

McCabe, Margaret Foley. "Lessons from the field: computer conferencing in higher education". Journal of Information Technology for Teacher Education 7, n.º 1 (marzo de 1998): 71–87. http://dx.doi.org/10.1080/14759399800200026.

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24

McIsaac, Marina Stock y Kelvin D. Ralston. "Teaching at a distance using computer conferencing". TechTrends 41, n.º 6 (noviembre de 1996): 48–53. http://dx.doi.org/10.1007/bf02818864.

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25

Moore, Michael G. "Editorial: Audio conferencing in Distance Education". American Journal of Distance Education 8, n.º 1 (enero de 1994): 1–4. http://dx.doi.org/10.1080/08923649409526841.

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26

Cunningham-Atkins, Hilary, Norman Powell, David Moore, Dave Hobbs y Simon Sharpe. "The role of cognitive style in educational computer conferencing". British Journal of Educational Technology 35, n.º 1 (enero de 2004): 69–80. http://dx.doi.org/10.1111/j.1467-8535.2004.00369.x.

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27

Annand, David. "The Problem of Computer Conferencing for Distance‐based Universities". Open Learning: The Journal of Open, Distance and e-Learning 14, n.º 3 (noviembre de 1999): 47–52. http://dx.doi.org/10.1080/0268051990140307.

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28

Blanchfield, Lynne, Ian Patrick y Ormond Simpson. "Computer conferencing for guidance and support in the OU". British Journal of Educational Technology 31, n.º 4 (octubre de 2000): 295–306. http://dx.doi.org/10.1111/1467-8535.00163.

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29

Lauzon, Allan C. y George A. B. Moore. "Computer: A fourth generation distance education system: Integrating computer‐assisted learning and computer conferencing". American Journal of Distance Education 3, n.º 1 (enero de 1989): 38–49. http://dx.doi.org/10.1080/08923648909526649.

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30

Garrison, D. Randy, Terry Anderson y Walter Archer. "Critical thinking, cognitive presence, and computer conferencing in distance education". American Journal of Distance Education 15, n.º 1 (enero de 2001): 7–23. http://dx.doi.org/10.1080/08923640109527071.

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31

Kimmel, Howard, Elaine B. Kerr y Mark O'shea. "Computer conferencing as a resource for in-service teacher education". Science Education 72, n.º 4 (julio de 1988): 467–73. http://dx.doi.org/10.1002/sce.3730720406.

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32

Clarke, Linda y Peter Heaney. "Author On-Line: using asynchronous computer conferencing to support literacy". British Journal of Educational Technology 34, n.º 1 (enero de 2003): 57–66. http://dx.doi.org/10.1111/1467-8535.00304.

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33

Mowrer, Donald E. "A content analysis of student/instructor communication via computer conferencing". Higher Education 32, n.º 2 (septiembre de 1996): 217–41. http://dx.doi.org/10.1007/bf00138397.

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34

Sun, Yan, Joanne Beriswill y Maresha E. Allen. "Adopting Web Conferencing in Online Teaching". International Journal of Distance Education Technologies 20, n.º 1 (enero de 2022): 1–18. http://dx.doi.org/10.4018/ijdet.296701.

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This study represented dimensions from the Diffusion of Innovations theory and the Community of Inquiry model to explore the adoption of web-conferencing. It used logistic regression to model the likelihood of adopting web-conferencing in online teaching with data collected from 66 college online instructors. In the logistic regression analyses, measures of the instructors’ perception of the instructional benefits of web-conferencing, perception of web-conferencing as a tool for creating social presence and teaching presence, and perception of barriers of using web-conferencing in online instruction were the independent variables, and the binary dependent variable represented the instructors’ adoption or non-adoption of the web-conferencing innovation. The results of the full logistic regression model (with all three independent variables) and the reduced models (with one or two independent variables at a time) are reported and implications for promoting web-conferencing adoption and future research are discussed.
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35

Leppänen, Sirpa y Paula Kalaja. "Experimenting with computer conferencing in English for Academic Purposes". ELT Journal 49, n.º 1 (enero de 1995): 26–36. http://dx.doi.org/10.1093/elt/49.1.26.

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36

Andrusyszyn, Mary-Anne, Carroll Iwasiw y Dolly Goldenberg. "Computer Conferencing in Graduate Nursing Education: Perceptions of Students and Faculty". Journal of Continuing Education in Nursing 30, n.º 6 (noviembre de 1999): 272–78. http://dx.doi.org/10.3928/0022-0124-19991101-08.

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37

Lea, Mary. "Computer Conferencing and Assessment: New ways of writing in higher education". Studies in Higher Education 26, n.º 2 (junio de 2001): 163–81. http://dx.doi.org/10.1080/03075070120052099.

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38

Anderson, Terry y Robin Mason. "International computer conferencing for professional development: The Bangkok project". American Journal of Distance Education 7, n.º 2 (enero de 1993): 5–18. http://dx.doi.org/10.1080/08923649309526819.

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39

Amponsah, Samual, Micheal M. van Wyk y Michael Kojo Kolugu. "Academic Experiences of “Zoom-Fatigue” as a Virtual Streaming Phenomenon During the COVID-19 Pandemic". International Journal of Web-Based Learning and Teaching Technologies 17, n.º 6 (noviembre de 2022): 1–16. http://dx.doi.org/10.4018/ijwltt.287555.

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This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived zoom experiences of administrators, students and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that zoom fatigue is a reality check for work-related health management.
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40

Bambhania, Chirag y Abhijit Banubakode. "Study of Usage of Online Meeting Platforms". Journal of Innovations in Data Science and Big Data Management 1, n.º 2 (31 de mayo de 2022): 8–13. http://dx.doi.org/10.46610/jidsbdm.2022.v01i02.002.

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To study to usage of online meeting platforms using google forms for survey. During the lockdown, video conferencing/meeting apps were quite useful. They have not only changed the world interface, but they have also changed the job and education sectors all over the world. Web and Video conferencing/meeting software is a computer application that helps to connect online one or more person at same time from different locations. With this conferencing system allow enabling video and audio chat for the better communication and this is done by the good internet connection.
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41

Painter, Clare, Caroline Coffin y Ann Hewings. "Impacts of directed tutorial activities in computer conferencing: a case study". Distance Education 24, n.º 2 (octubre de 2003): 159–73. http://dx.doi.org/10.1080/0158791032000127455.

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42

Ng, Kwok Chi y David Murphy. "Evaluating interactivity and learning in computer conferencing using content analysis techniques". Distance Education 26, n.º 1 (enero de 2005): 89–109. http://dx.doi.org/10.1080/01587910500081327.

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43

Burge, Elizabeth J. y Joan L. Howard. "Audio‐conferencing in graduate education: A case study". American Journal of Distance Education 4, n.º 2 (enero de 1990): 3–13. http://dx.doi.org/10.1080/08923649009526699.

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44

Justinia, Taghreed y Hanin Shalaby. "Video Conferencing and Distant Learning". International Journal of Technologies in Learning 20, n.º 2 (2014): 1–17. http://dx.doi.org/10.18848/2327-0144/cgp/v20i02/49130.

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45

Ten Haken, Jocelyn D., Sharron J. Love, Judith G. Calhoun y Mel L. Barclay. "The Integration of Computer Conferencing into the Medical School Curriculum". Medical Teacher 11, n.º 2 (enero de 1989): 213–20. http://dx.doi.org/10.3109/01421598909146325.

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46

Ross, John A. "The Influence of Computer Communication Skills on Participation in a Computer Conferencing Course". Journal of Educational Computing Research 15, n.º 1 (julio de 1996): 37–52. http://dx.doi.org/10.2190/6tyw-adv1-w0lc-n9h0.

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Computer-Mediated Communication (CMC) courses are attracting students with weak computer communication skills. This study examined what happened to these students when they enrolled in a CMC course that required high levels of peer interaction. It was anticipated that students with weaker skills would miss important instructional events, have lower levels of task-relevant contributions, have less influence on group products, and engage in less demanding learning activities. But lack of technical skill had a marginal effect on participation, much less than prior knowledge of course content. The generalizability of this good news is limited by several contextual factors that supported participation of students with weak communication skills: student maturity, provision of a CMC coach, the ethos emerging from the structure and content of the course, and the low skill threshold required for participation.
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47

Bernard, Robert M. y Karin Lundgren-Cayrol. "Computer Conferencing: An Environment for Collaborative Project-Based Learning in Distance Education". Educational Research and Evaluation 7, n.º 2-3 (septiembre de 2001): 241–61. http://dx.doi.org/10.1076/edre.7.2.241.3866.

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48

Emmons, David, Larry Nutt y Marcia Steinbock. "Computer conferencing as a pedagogic tool in the criminal justice curriculum". Journal of Criminal Justice Education 5, n.º 2 (noviembre de 1994): 241–49. http://dx.doi.org/10.1080/10511259400083241.

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49

Gunawardena, Charlotte N., Constance A. Lowe y Terry Anderson. "Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing". Journal of Educational Computing Research 17, n.º 4 (diciembre de 1997): 397–431. http://dx.doi.org/10.2190/7mqv-x9uj-c7q3-nrag.

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This study attempts to find appropriate interaction analysis/content analysis techniques that assist in examining the negotiation of meaning and co-construction of knowledge in collaborative learning environments facilitated by computer conferencing. The authors review strengths and shortcomings of existing interaction analysis techniques and propose a new model based on grounded theory building for analyzing the quality of CMC interactions and learning experiences. This new Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing was developed after proposing a new definition of “interaction” for the CMC context and after analyzing interactions that occurred in a Global Online Debate. The application of the new model for analysis of collaborative construction of knowledge in the online debate and in a subsequent computer conference are discussed and future research suggested.
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50

Moore, Michael G. "Reminiscences: Â Bibliography of Computer Conferencing in the 1980’S". American Journal of Distance Education 34, n.º 1 (2 de enero de 2020): 83–86. http://dx.doi.org/10.1080/08923647.2020.1712516.

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