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Volumn 3, Issue 3, 2005, Pages

The development of socialization in an on-line learning environment

Author keywords

[No Author keywords available]

Indexed keywords


EID: 21244436779     PISSN: 15414914     EISSN: 15414914     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (12)

References (29)
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    • Arle, J., & Edge, D. (2002). What makes students stay? E-Learn Magazine. Retrieved December 10, 2002, from http://elearnmag.org/subpage/ sub_page.cfm?article_pk=1301&page_number_nb=1&title
    • (2002) E-learn Magazine
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  • 4
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    • University instructors' reflections on their first online teaching experiences
    • Conrad, D. (2004). University instructors' reflections on their first online teaching experiences. Journal of Asynchronous Learning Networks, 5(2), 31-44.
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  • 5
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    • E-moderating and 'in good company': The secrets to successful learning communities
    • Retrieved December 2, 2002
    • Feldstein, M. (2002). E-Moderating and 'In Good Company': The secrets to successful learning communities. E-Learn Magazine. Retrieved December 2, 2002, from http://elearnmag.org/subpage/sub_page.cfm?section=6&list_item= 4&page=1
    • (2002) E-learn Magazine
    • Feldstein, M.1
  • 6
    • 21244431754 scopus 로고    scopus 로고
    • Jumping the hurdles: Challenges of staff development delivered in a blended learning environment
    • Fitzgibbon, K., & Jones, N. (2004). Jumping the hurdles: Challenges of staff development delivered in a blended learning environment. Journal of Educational Media, 29(1), 25-35.
    • (2004) Journal of Educational Media , vol.29 , Issue.1 , pp. 25-35
    • Fitzgibbon, K.1    Jones, N.2
  • 7
    • 21244444795 scopus 로고    scopus 로고
    • (March). Professorial inaugural lecture, University of Glamorgan, Pontypridd, UK
    • Jones, N. (2004, March). From here to E-ternity: A learning journey. Professorial inaugural lecture, University of Glamorgan, Pontypridd, UK.
    • (2004) From Here to E-ternity: A Learning Journey
    • Jones, N.1
  • 9
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    • New technologies, students and the curriculum: The impact of communications and information technology on higher education
    • P. Scott, (Ed.), New York: Falmer
    • Laurillard, D. (2000). New technologies, students and the curriculum: The impact of communications and information technology on higher education. In P. Scott, (Ed.), Higher education reformed(pp. 133-153). New York: Falmer.
    • (2000) Higher Education Reformed , pp. 133-153
    • Laurillard, D.1
  • 10
    • 1842775647 scopus 로고    scopus 로고
    • Examining the five-stage e-moderating model: Designed and emergent practice in the learning technology profession
    • Lisewski, B, & Joyce, P. (2003). Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession. ALT-J, 11(1), 55-67.
    • (2003) ALT-J , vol.11 , Issue.1 , pp. 55-67
    • Lisewski, B.1    Joyce, P.2
  • 11
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    • eUniversity Symposium. Retrieved March 25, 2004
    • Mason, R. (2002). Review of E-learning for education and training. eUniversity Symposium. Retrieved March 25, 2004, from http://www.shef.ac.uk/ nlc2002/proceedings/symp/02.htm
    • (2002) Review of E-learning for Education and Training
    • Mason, R.1
  • 12
    • 85118746320 scopus 로고    scopus 로고
    • Learning technology and learning relationships
    • J. Stephenson (Ed.), London: Kogan Page
    • Mayes, T. (2001). Learning technology and learning relationships. In J. Stephenson (Ed.), Teaching and learning online: Pedagogies for new technologies (pp. 16-26). London: Kogan Page.
    • (2001) Teaching and Learning Online: Pedagogies for New Technologies , pp. 16-26
    • Mayes, T.1
  • 17
    • 0043167188 scopus 로고    scopus 로고
    • A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses
    • Rovai, A.P. (2002). A preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. Journal of Asynchronous Learning Networks, 6(1), 41-56.
    • (2002) Journal of Asynchronous Learning Networks , vol.6 , Issue.1 , pp. 41-56
    • Rovai, A.P.1
  • 22
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    • Succeeding in an asynchronous environment
    • G. Piskurich (Ed.), San Francisco, CA: Pfeiffer
    • Singh, H. (2004). Succeeding in an asynchronous environment. In G. Piskurich (Ed.), Getting the most from learning online (pp. 73-83). San Francisco, CA: Pfeiffer.
    • (2004) Getting the Most from Learning Online , pp. 73-83
    • Singh, H.1
  • 23
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    • Online learning: It is all about dialogue, involvement, support and control - According to the research
    • J. Stephenson (Ed.), London: Kogan Page
    • Stephenson, J., & Coomey, M. (2001). Online learning: It is all about dialogue, involvement, support and control - according to the research. In J. Stephenson (Ed.), Teaching and learning online: Pedagogies for new technologies (pp. 37-52). London: Kogan Page.
    • (2001) Teaching and Learning Online: Pedagogies for New Technologies , pp. 37-52
    • Stephenson, J.1    Coomey, M.2
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    • Vygotsky, L.S.1
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    • The social dimension of asynchronous learning
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    • Wegerif, R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.