878
Views
24
CrossRef citations to date
0
Altmetric
Original Articles

Interaction and e-learning: the student experience

&
Pages 203-221 | Published online: 23 Jan 2007

References

  • Anderson , B. 2004 . Dimensions of learning and support in an online community . Open Learning , 19 ( 2 ) : 183 – 190 .
  • Bannan-Ritland , B. 2002 . Computer-mediated communication, e-learning and interactivity: a review of the research . Quarterly Review of Distance Education , 3 ( 2 ) : 161 – 179 .
  • Baym , N. 1998 . “ The emergence of online community, CyberSociety 2.0 ” . In Revisiting computer-mediated communication and community , Edited by: Jones , S. G. 35 – 68 . Thousand Oaks , CA and London : Sage .
  • Berge , Z. L. 1999 . Interaction in post-secondary Web-based learning . Educational Technology , 39 ( 1 ) : 5 – 11 .
  • Berge , Z. L. 2002 . Active, interactive, and reflective e-learning . Quarterly Review of Distance Education , 3 ( 2 ) : 181 – 190 .
  • Biggs , J. 2003 . Teaching for quality learning at university , 2nd edn , Buckingham : Open University Press .
  • Borsook , T. K. and Higginbotham-Wheat , N. 1991 . Interactivity: what is it and what can it do for computer-based instruction? . Educational Technology , 10 : 11 – 17 .
  • Chyung , S. Y. and Stepich , D. 2003 . Applying the ‘congruence’ principle of Bloom's taxonomy to designing online instruction . Quarterly Review of Distance Education , 4 ( 3 ) : 317 – 330 .
  • Dillenbourg , P. (Ed.) ( 1999 ) Collaborative learning: cognitive and computational approaches ( Amsterdam , Pergamon ).
  • Dillon , P. 2004 . Trajectories and tensions in the theory of information and communication technology in education . British Journal of Educational Studies , 52 ( 2 ) : 138 – 150 .
  • ESRC ( 2002 ) Working towards e-quality in networked e-learning in higher education: a manifesto statement for debate . Report of UK Economic and Social Research Council seminar series. Available online at: http://csalt.lancs.ac.uk/esrc/manifesto.pdf (accessed 13 February 2003) .
  • Flavell , J. H. 1979 . Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry . American Psychologist , 34 ( 1 ) : 906 – 911 .
  • Goodyear , P. 2002 . “ Psychological foundations for networked learning ” . In Networked learning: perspectives and issues , Edited by: Steeples , C. and Jones , C. London : Springer .
  • Hirumi , A. 2002 . A framework for analyzing, designing and sequencing planned e-learning interactions . Quarterly Review of Distance Education , 3 ( 2 ) : 141 – 160 .
  • Hodgson , V. and Reynolds , M. 2005 . Consensus, difference and ‘multiple communities’ in networked learning . Studies in Higher Education , 30 ( 1 ) : 11 – 24 .
  • Kear , K. 2004 . Peer learning using asynchronous discussion systems in distance education . Open Learning , 19 ( 2 ) : 151 – 164 .
  • Kirkwood , A. and Price , L. 2005 . Learners and learning in the twenty-first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? . Studies in Higher Education , 30 ( 3 ) : 257 – 274 .
  • Kress , G. 2001 . Multimodal discourse: the modes and media of contemporary communication , London and New York : Oxford University Press .
  • Laurillard , D. 2002 . Rethinking university teaching , 2nd edn , London and New York : RoutledgeFalmer .
  • Mayes , T. 2001 . “ Learning technology and learning relationships ” . In Teaching and learning online: pedagogies for new technologies , Edited by: Stephenson , J. London : Kogan Page .
  • McConnell , D. 2006 . “ Sustaining networked e-learning through collaborative pedagogies ” . In Changing higher education: the development of learning and teaching , Edited by: Ashwin , P. 85 – 96 . London : Routledge .
  • Miles , M. B. and Huberman , A. M. 1984 . Qualitative data , 2nd edn , London : Sage .
  • Moore , M. J. 1989 . Editorial: three types of interaction . American Journal of Distance Education , 3 ( 2 ) : 1 – 6 .
  • Moore , M. J. 1993 . “ Three types of interaction ” . In Distance education: new perspectives , Edited by: Harry , K. , John , M. and Keegan , D. 19 – 24 . London : Routledge .
  • Northrup , P. T. 2002 . Online learners’ preferences for interaction . Quarterly Review of Distance Education , 3 ( 2 ) : 219 – 226 .
  • Ploetzner , R. , Dillenbourg , P. , Preier , M. and Traum , D. 1999 . “ Learning by explaining to oneself and to others ” . In Collaborative learning: cognitive and computational approaches , Edited by: Dillenbourg , P. 103 – 121 . Amsterdam : Pergamon .
  • Ravenscroft , A. 2001 . Designing e-learning interactions in the 21st century: revisiting and rethinking the role of theory . European Journal of Education , 2 : 133 – 156 .
  • Rheingold , H. 1993 . The virtual community: homesteading on the electronic frontier , New York : Addison-Wesley .
  • Salomon , G. ( 2000 ) It's not just the tool, but the educational rationale that counts : Invited keynote address at the 2000 Ed-Media Meeting , Montreal , June 2000 .
  • Strauss , A. L. 1987 . Qualitative analysis for social sciences , New York : Cambridge University Press .
  • Wagner , E. D. 1994 . In support of a functional definition of interaction . American Journal of Distance Education , 8 ( 2 ) : 6 – 29 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.