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dc.contributor.authorForbes, Dianne Leslieen_NZ
dc.contributor.authorGedera, Dilani S.P.en_NZ
dc.date.accessioned2018-11-15T02:55:27Z
dc.date.available2019en_NZ
dc.date.available2018-11-15T02:55:27Z
dc.date.issued2019en_NZ
dc.identifier.citationForbes, D. L., & Gedera, D. S. P. (2019). From confounded to common ground: misunderstandings between tertiary teachers and students in online discussions. Australasian Journal of Educational Technology, 35(4), 1–13. https://doi.org/10.14742/ajet.3595en
dc.identifier.issn1449-5554en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/12187
dc.description.abstractDrawing on findings from two studies, this article focuses on the expectations of students and teachers in higher education, when learning via asynchronous online discussions. In particular, this synthesis highlights a divergence of expectations. The first study investigated how students and teachers experienced asynchronous online discussion within initial teacher education at undergraduate level. The second study examined factors that affect learner engagement within asynchronous online discussions at a postgraduate level. A synthesis of key findings proposes that learning and teaching in higher education can be enhanced by awareness of how participants experience the situation. Common misunderstandings between students and teachers in online classes revolve around presence, formative/summative dimensions, language, and literature. Highlighting misunderstandings enables possibilities for negotiation, change, and improvement. While discussing the common ground for negotiation, this article suggests pedagogical strategies for effective communication and enhancement of online learning in higher education.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherASCILITEen_NZ
dc.rightsAustralasian Journal of Educational Technology © 2019.
dc.titleFrom confounded to common ground: misunderstandings between tertiary teachers and students ‎in online discussionsen_NZ
dc.typeJournal Article
dc.identifier.doi10.14742/ajet.3595en_NZ
dc.relation.isPartOfAustralasian Journal of Educational Technologyen_NZ
pubs.begin-page1
pubs.elements-id230149
pubs.end-page13
pubs.issue4en_NZ
pubs.publisher-urlhttps://ajet.org.au/index.php/AJET/article/view/3595/1561en_NZ
pubs.volume35en_NZ


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