Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses
This study starts with the premise that in an online environment, meaningful discourse drives student learning. Specifically, the contribution of instructor knowledge on structuring and facilitating online discourse and “meaningful” online discourse. Findings from 57 university instructors indicate...
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| Format: | Article |
| Language: | English |
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Journal of Educators Online
2006-07-01
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| Series: | Journal of Educators Online |
| Online Access: | https://www.thejeo.com/archive/archive/2006_32/jonesfinalpdf |
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Article |
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doaj-1663754f89f94311a0fbecc67a041ac02020-11-24T23:39:35ZengJournal of Educators OnlineJournal of Educators Online1547-500X1547-500X2006-07-013210.9743/jeo.2006.2.5Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online DiscoursesSusan L. Jones, Ph.D. 0Missouri State UniversityThis study starts with the premise that in an online environment, meaningful discourse drives student learning. Specifically, the contribution of instructor knowledge on structuring and facilitating online discourse and “meaningful” online discourse. Findings from 57 university instructors indicate that instructors need a clearer working definition of “meaningful” online discourse and instructors need to be trained that “meaningful” online discourse does not only occur between themselves and their students’ but can occur between student and student and with course content (i.e. online experts, online guests, etc.). https://www.thejeo.com/archive/archive/2006_32/jonesfinalpdf |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Susan L. Jones, Ph.D. |
| spellingShingle |
Susan L. Jones, Ph.D. Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses Journal of Educators Online |
| author_facet |
Susan L. Jones, Ph.D. |
| author_sort |
Susan L. Jones, Ph.D. |
| title |
Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses |
| title_short |
Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses |
| title_full |
Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses |
| title_fullStr |
Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses |
| title_full_unstemmed |
Evaluation of Instructor Knowledge on Structuring and Facilitating Effective Online Discourses |
| title_sort |
evaluation of instructor knowledge on structuring and facilitating effective online discourses |
| publisher |
Journal of Educators Online |
| series |
Journal of Educators Online |
| issn |
1547-500X 1547-500X |
| publishDate |
2006-07-01 |
| description |
This study starts with the premise that in an online environment, meaningful discourse drives student learning. Specifically, the contribution of instructor knowledge on structuring and facilitating online discourse and “meaningful” online discourse. Findings from 57 university instructors indicate that instructors need a clearer working definition of “meaningful” online discourse and instructors need to be trained that “meaningful” online discourse does not only occur between themselves and their students’ but can occur between student and student and with course content (i.e. online experts, online guests, etc.).
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| url |
https://www.thejeo.com/archive/archive/2006_32/jonesfinalpdf |
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