Community Development Among Distance Learners: Temporal and Technological Dimensions
By Caroline Haythornthwaite, Michelle M. Kazmer, J. Robins, Susan Shoemaker. J. Comput. Mediat. Commun., 2006
493 citations recorded by the source corpus.
Subfields: Communication, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/c69ae3e96fe46c5935475d17c4717811a704ebee
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Communication
In Developmental and Educational Psychology
- Jo Davies
- Martin G. Graff
- Shane Dawson
- Caroline Haythornthwaite
- Donna Vakili
- Barbara L. McCombs
- Terrie Lynn Thompson
- J. Ben Arbaugh
In Education
- Colla J. MacDonald
- Jo Davies
- Martin G. Graff
- Shane Dawson
- Emma J. Stodel
- Caroline Haythornthwaite
- Donna Vakili
- Barbara L. McCombs
Citations in the corpus
- A Learner-Centered Framework for E-Learning (2005, background): “…spaces dedicated to social interaction, such as a student union, an electronic yearbook, and an electronic coffeehouse for social messaging (Haythornwaite et al., 2000), and view the use of technologies as critical to the learning process and ensure that the use facilitates interactivity…”
- Social networks and Internet connectivity effects (2005, background): “Online groups may be particularly affected by such changes: LEEP students report that it takes ‘more effort’ to make and sustain relationships online, and to ‘remain visible’ in the online environment (Haythornthwaite et al. 2000; Bregman and Haythornthwaite 2003).”
- Performance in e-learning: online participation and student grades (2005, background): “reported by Haythornthwaite, Kazmer, Robbins and Shoemaker (2000) , who suggested that the participants in their study who failed to make online connections with other learners in their group reported feeling isolated and more stressed than those who made such connections.”
- Online forum discussion interactions as an indicator of student community (2006, background): “Although many authors advocate the integration of both synchronous and asynchronous CMC for collaborative learning activities (Curtin, 2002; Haythornthwaite, Kazmer & Robins, 2000; Wang & Newlin, 2001), the flexible affordances associated with an asynchronous medium have resulted in greater acceptan”
- Strong, Weak, and Latent Ties and the Impact of New Media (2002, background): “Communicators also introduce more personal exchanges, including self-disclosure and emotional support, andCMC now sustains not only “rich” communications between pairs, but also among members of whole online communities (Cherny, 1999; Curtis, 1997; Haythornthwaite et al., 2000; Reid, 1995; Rheingold”
- Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework (2006, background): “Levy (2003) noted that contributing to online discussions is often one of the most challenging aspects of online courses.”