An examination of asynchronous communication experiences and perspectives of students in an online course: a case study

By Selma Vonderwell. Internet and Higher Education, 2003

608 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b2d721eb5fe3452a4c44e0b32b3081750a4c73d7

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Research Based Practices for Improving the Effectiveness of Asynchronous Online Discussion Boards (2018, background): “Lower levels of participation are also likely when students do not feel connected to or valued by their classmates or instructor (Garrison, Anderson, & Archer, 2001; Rovai, 2007; Vonderwell, 2003).”
Instructor and student perceptions of online student engagement strategies (2018, background): “Vonderwell (2003) found that icebreaker activities are also used as a strategy to start dialogue for collaborative learning.”
Educational use of social networking technology in higher education (2010, background): “Previous e-learning research (e.g. Barbour and Plough 2009; Vonderwell 2003) indicated that a perceived lack of sense of community is often a major challenge generally experienced by e-learners due to the limited social bonds and social presence of community members.”
Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy (2009, background): “Since the design of online discussion activities has a strong influence over the quality of discussions (Hewitt, 2003; Patricia & Dabbagh, 2005; Swan, Shea, Fredericksen, Pickett, & Pelz, 2000; Vonderwell, 2003; Vrasidas & McIsaac, 1999), this study focused on designing an appropriate online knowled”
Online forum discussion interactions as an indicator of student community (2006, background): “Vonderwell (2003), in her study examining student and staff perspectives of online communication, noted that students contributing to the forum experience a degree of frustration when their messages are unrequited.”
Understanding Web-based learning continuance intention: The role of subjective task value (2008, background): “Vonderwell [41] indicated that one disadvantage of online courses was their lack of immediate feedback from the instructor.”
Improving online learning: Student perceptions of useful and challenging characteristics (2004, background): “One participant in the study stated that when he emailed a question to the instructor, ‘‘it might take hours, maybe a day or so before you get an answer back for the question’’ (Vonderwell, 2003, p. 84).”
Students’ perception and preference for online education in India during COVID -19 pandemic (2020, unknown): “Delay in responses (Hara and Kling (1999); Petrides (2002); Vonderwell (2003), scepticism of their peers’ supposed expertise(Petrides (2002)); lack of a sense of community and/or feelings of isolation (Woods’, (2002); Vonderwell (2003); Lin & Zane, (2005)); , problems in collaborating with the…”
Effect of pandemic based online education on teaching and learning system (2021, unknown): “Another study also showed that the immediacy of communication between instructors and students and between students is a critical success factor for effective online learning (Vonderwell, 2003).”
A Guide to Authentic e-Learning (2009, background): “Other studies have reported similar student frustration with online learning courses for reasons such as confusion about online instructions, failures to get prompt feedback from teachers or tutors, and persistent technical problems (Vonderwell, 2003).”