簡易檢索 / 詳目顯示

研究生: 胡寶玉
Hu, Pao-Yu
論文名稱: 線上學習社群發展模式及互動類型之研究
A study on online learning community development model and interaction patterns
指導教授: 楊錦潭
Yang, Jin-Tan
林美和
Lin, Mei-Ho
學位類別: 博士
Doctor
系所名稱: 社會教育學系
Department of Adult and Continuing Education
論文出版年: 2006
畢業學年度: 94
語文別: 中文
論文頁數: 211
中文關鍵詞: 線上學習社群發展模式線上互動
英文關鍵詞: online learning, community development model, online interaction
論文種類: 學術論文
相關次數: 點閱:207下載:58
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 國內高等教育機構面對日增的成人學習者,以線上學習社群為教學策略能符應成人學習者自我學習及合作學習的需求,本研究旨在探索線上學習社群的發展模式、分析互動類型及其與性別的關係,研究對象為國立高雄師範大學「研究助理管理系統」十三名研究生,針對他們在同步視訊會議與非同步線上論壇的互動,以及訪談逐字稿做內容分析。本研究的發現有三:(一)社群發展模式是以團體為核心,以事件為動力,在學習者和教師的定位、動機、特質及關係的交互作用下,向環境、科技、學習及社會四面向擴展,而教學者的管理和控制是社群發展關鍵;(二)線上學習社群以社會、認知和教學臨場感為基礎,社會臨場感支持教學和認知臨場感,而教學臨場感則助長認知發展;(三)男女學習者的線上互動類型並無顯著差異,但男女性在互動時考量因素並不相同,男性會評估自己能力及在社群中的位置,而女性則考量彼此的關係和對方的感受。最後,本研究對成人教育的啟示為運用社群的力量可以帶動情境學習,讓學習者在參與和互動中習得批判思考及和他人連結的能力。

    Due to the increasing number of adult learners in higher education, building an online learning community as a teaching strategy meets the needs of adult learners’ self-directed learning and collaborative learning. The purpose of this study is to explore the development model of an online learning community, online interaction patterns, and the gender differences in online interaction. The subjects were 13 graduate students in Research Assistant System at National Kaohsiung Normal University. Data collected from the transcripts of synchronous computer conferencing, asynchronous forum, and interviews were content analyzed. Results reveal that the community development model is based on the group and is driven by events. Coming with the interaction of members’ position, motivation, characteristic, and relation, the community develops into environmental, technical, learning and social dimensions under the instructor’s management and direction. Second, social, cognitive, and teaching presence is the foundation of online learning community. Social presence supports teaching and cognitive presence. Teaching presence facilitates cognitive development. Third, no significant gender difference is found in online interaction patterns, but factors influencing them are different. Males focus on their ability and position in the community, and females focus on their relation and how others feel. Finally, the implication to adult education is that learning community contributes to situated learning, and learners learn how to develop critical thinking and how to connect with others while participating community.

    目錄 第一章 緒論 1 第一節 研究背景和動機 2 第二節 研究目的和問題 10 第三節 研究範圍和限制 13 第四節 名詞釋義 16 第二章 文獻探討 19 第一節 線上學習社群 19 第二節 線上學習社群相關學習理論 35 第三節 線上互動 50 第四節 RAS現況 67 第三章    研究設計與實施 79 第一節 研究法 79 第二節 研究對象 85 第三節 實施程序 86 第四節 資料處理及分析 91 第四章  研究結果與討論 101 第一節 RAS發展模式的建構 101 第二節 RAS的互動類型分析 128 第三節 線上互動類型及性別的比較 136 第五章  結論與建議 157 第一節 結論和對成人教育的啟示 157 第二節 對成人教育的建議 164 參考文獻 中文部分 169 英文部分 171 附錄 附錄A 線上學習社群的發展模式和學習歷程訪談題綱 187 附錄B RAS非同步線上論壇節錄 188 附錄C RAS同步視訊會議節錄 197 表次 表2-2-1 探究社群類別及指標 44 表2-3-1 男女觀點之差異 64 表3-1-1 增進研究信效度的指標及方法 83 表3-2-1 成員背景資料 86 表3-3-1 研究實施時程 87 表3-4-1 九次視訊會議明細 94 表3-4-2 類目和碼別 97 表4-1-1 RAS內訊息數量 114 表4-2-1 同步訊視會議中認知臨場感次數百分比 128 表4-2-2 視訊會議中社會臨場感次數百分比 132 表4-2-3 視訊會議中教學臨場感次數百分比 134 表4-3-1 視訊會議中文字和口語互動次數百分比 137 表4-3-2 線上論壇中文字互動次數百分比 140 表4-3-3 個人資料匣與線上論壇訊息數量統計表 144 表4-3-4 不同性別成員線上互動類型的t考驗 147 圖次 圖2-1-1 社會科技觀的學習系統原型 27 圖2-1-2 線上教與學的模式 30 圖2-1-3 社群建立的過程 34 圖2-2-1 學習的社會理論之要素 39 圖2-2-2 探究社群 42 圖2-4-1 教師為中心的星狀組織結構 68 圖2-4-2 知識管理系統的網絡結構 68 圖2-4-3 RAS的網站架構圖 69 圖2-4-4 RAS的首頁 70 圖2-4-5 RAS同步視訊會議 73 圖2-4-6 RAS非同步線上論壇 75 圖3-4-1 非同步線上論壇資料節錄 92 圖3-4-2 同步視訊會議資料節錄(c940318) 92 圖3-4-3 非同步線上論壇討論串節錄(c940225) 98 圖4-1-1 同步視訊會議內臨場感次數分配圖 104 圖4-1-2 即時聊天室節錄(c940107) 109 圖4-1-3 非同步線上論壇討論串節錄(b940121m) 110 圖4-1-4 非同步線上論壇討論串節錄(b930523k) 116 圖4-1-5 產學合作案討論串節錄(931004) 118 圖4-1-6 線上學習社群發展模式 120 圖4-1-7 產學合作案討論串節錄(930812jo) 125 圖4-1-8 成員c個人資料匣討論串節錄(940123c) 127 圖4-2-1 視訊會議逐字稿節錄(c941001) 130 圖4-2-2 視訊會議逐字稿節錄(c941028) 133 圖4-2-3 同步視訊會議節錄(c930507) 135 圖4-3-1 視訊會議中文字與口語互動次數分配 138 圖4-3-2 線上論壇標題節錄 140 圖4-3-3 RAS中視訊會議及線上論壇的互動次數分配 142

    參考文獻
    中文部分
    王千倖(2003)。以「網路同儕教學」建構「網路學習社群」之行動研究。師大學報:科學教育類,48(1), 119-142。
    王文科(1994)。教育研究法。台北:五南。
    王政彥(2006)。成人非正規隔空學習與成就認證。成人及終身教育,11,14-27。
    王淳平(2004)。網路學習中班級互動與組群互動之研究。中山大學資訊管理碩士論文,未出版,高雄市。
    王錦裕(2002)。線上閱讀的學習時間型態與學習互動及學習成就相關性之研究。國立高雄師範大學資訊教育研究所碩士論文,未出版,高雄市。
    吳明烈(2004)。終身學習-理念與實踐。台北:五南。
    朱若柔譯(2000),W. L. Neuman著。社會研究方法:質化與量化取向。台北:揚智。
    呂益彰(2000)。網路學習社群大學實施之實證研究—社群的使用、影響使用因素及對學業成就的影響。私立淡江大學教育科技系碩士論文,未出版,台北縣。
    林美和(2005)。當代認知取向的成人教學與學習觀。成人及終身教育,7,2-13。
    林美和(2006)。女性主義教育學模式及其核心概念。載於林美和,成人發展、性別與學習(第九章)。台北:五南。(出版中)。
    林佩璇(2000)。個案研究及其在教育研究上的應用。載於中正大學教育學研究所主編,質的研究方法(199-221頁)。高雄:麗文。
    邱貴發(1996)。情境學習理念與電腦輔助學習:學習社群理念探討。台北:師大書苑。
    胡寶玉(2005)。線上學習社群中的互動。成人及終身教育學刊,4,30-60。
    高薰芳、林盈助、王向葵譯(2001),A. M. Joseph著。質化研究設計:一種互動取向的方法。台北:心理。
    教育部高教司(2006年4月10日)。針對報載研究生人數爆滿找不到指導老師之說明。2006年4月10日焦點新聞。 http://epaper.edu.tw/news/950410/950410c.htm?open 
    教育部統計處(2006)。教育部統計指標-大專院校概況94學年度。 2006年4月9日,取自: http://www.edu.tw/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/data/serial/u.htm?UNITID=139&CATEGORYID=260&FILEID=130551&open
    教育部電子報(2005年7月29日)。我國發展數位學習之政策與行動方案。教育部電子報,155。2006年5月1日,取自: http://epaper.edu.tw/155/storyimp.htm
    楊孝濚(1989)。內容分析。載於楊國樞、文崇一、吳聰賢和李亦園(主編),社會及行為科學研究法下冊,頁809-831。台北:東華。
    張基成、唐宣蔚(1999年10月)。知識分散式網路學習社群之建構與評估。第五網際網路應用研討會電子論文集(TANET'99),高雄:中山大學。
    歐用生(1996)。教師專業成長。台北:師大書苑。
    陳向明(2000)。社會科學質的研究。台北:五南。
    陳志昌(2002)。不同教學方式下學習成效之研究─網大教學與網大輔助傳統教學之比較。國立中山大學傳播管理研究所碩士論文,未出版,高雄市。
    黃惠仙(2002)。網路學習者互動歷程之研究—以文本溝通為例。中正大學教育研究所碩士論文,未出版,嘉義縣。
    郭進隆譯(1994),P. M. Senge著。第五項修練-學習型組織的藝術與實務。台北:天下。
    鍾蔚文、陳百齡、陳順孝(2006)。從資訊處理典範到體會之知:專家研究典範的變遷。思與言,44(1),101-130。
    簡維理(1998)。從對話中學習:提升成人學習的有效互動與改變。台北:洪建全基金會。
    蘇金輝(2005)。性別差異對網路學習成效影響之研究-以音樂通識課程為例。視聽教育雙月刊,47(1), 11-21。

    英文部分
    Anderson, T.(2005). Online learning innovation: going boldly where others fear to thread. In C. Kearsley (Ed.), Online Learning: Personal Reflections on the Transformation of Education (pp.1-11). Englewood Cliffs: Educational Technology Publications.
    Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2),1-17.
    Anderson, L. R., & Blanchard, P. N. (1982). Sex differences in task and social-emotional behavior. Basic and Applied Social Psychology. 3, 109-139.
    Barab, S. A., Thomas, M. K., & Merrill, H. (2001). Online learning: from information dissemination to fostering collaboration. Journal of Interactive Learning Research, 12(1), 105-143.
    Barrett, E., & Lally, V.(1999). Gender differences in an online learning environment. Journal of Computer Assisted Learning, 15, 48-60.
    Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J.(1986). Women’s Ways of Knowing: the Development of Self, Voice and Mind. New York:Basic Books.
    Berge, Z. L.(2005). Taking the distance out of distance education. In C. Kearsley (Ed.), Online Learning: Personal Reflections on the Transformation of Education (pp.12-25). Englewood Cliffs: Educational Technology Publications.
    Bergquist, M., & Ljungberg, J. (2001). The power of gifts: organizating social relationships in open source communities. Info Systems Journal, 11, 305-320.
    Boer, W.F., & Collis, B. (2002). A changing pedagogy in e-learning: from acquisition to contribution. Journal of Computing in Higher Education,13(2), 87-101.
    Bostock, S. J. & Wu, L.(2005). Gender in student online discussions. Innovations in Education and Teaching International, 42(1), 73-85.
    Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey Bass.
    Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, January-February, 32-42.
    Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Boston:Harvard Business School.
    Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
    Bubas, G. (2001,September). Computer mediated communication theories and phenomena: factors that influence collaboration over the Internet. Paper presented at the 3rd CARNet User Conference, Zagreb,Croatia.
    Bullen, M., & Beuchot, A. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87.
    Burge, E. (1998). Gender in distance education. In C.C. Gibson(Ed.), Distance Learners in Higher Education: Institutional Responses for Quality Outcomes (pp.25-46). Madison:Atwood.
    Caffarella, R., & Merriam, S. B.(2000). Linking the individual learner to the context of adult learning. In A.L. Wilson and E.R. Hayes (Eds.), Handbook of Adult and Continuing Education (pp.55-70). San Francisco:Jossey-Bass.
    Chou, C. C. (2002). A comparative content analysis of student interaction in synchronous and asynchronous learning networks. Proceedings of the 35th Hawaii International Conference on System Sciences, Hawaii.
    Clark, M.C., & Watson, D.B. (1998). Women’s experience of academic collaboration. New Directions for Adult and Continuing Education. 79, 63-74.
    Coleman, J.S.(1988). Social capital in the creation of human capital. American Journal of Sociology,94, 95-120.
    Collis, B., & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and Expectations. London:RoutledgeFramer.
    Colley, A., Hill, F., Hill, J., & Jones, A.(1995). Gender effects in stereotyping of those with different kinds of computing experience, Journal of Educational Computing Research, 12(1), 19-27.
    Collot, M. & Bellmore, N. (1996). Electronic Language: A new variety of English. In S.C. Herring (Ed.), Computer-Mediated-Communication. Linguistic, Social and Crosscultural Perspectives (pp.13-28). Philadelphia:John Benjamins Publishing Co.
    Coomey, M., & Stephenson, J. (2001). Online learning: it is all about dialogue, involvement, support and control-according to the research. In J. Stephenson (Ed.), Teaching & Learning Online: Pedagogies for New Technologies (pp. 37-52). London: Kogan Page.
    Cross, K. P. (1992). Adults as Learners. San Francisco:Jossey-Bass.
    Cross, K. P. (1998). Why learning communities? Why now? About Campus. 3(3), 4-11.
    Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge University Press.
    Davidson-Shivers, G. V., Morris, S., & Sriwongkol, T. (2003). Gender differences: Are they diminished in online discussions? International Journal on E-Learning, 2(1), 29-36.
    Dewey, J. (1933). How we Think. Boston: D.C. Heath.
    Dewey, J. (1959). Dewey on education. New York: Teachers college, Columbia University.
    Fahy, P. J., Crawford, G., & Ally, M. (2001). Patterns of interaction in a computer conference transcript. International Review of Research in Open and Distance Learning,1-21. Retrieved Apr. 1, 2006, from http://www.irrodl.org/content/v2.1/fahy.html.
    Fahy, P.J. (2001). Addressing some common problems in transcript analysis. International Review of Research in Open and Distance Learning,1(2), 1-6. Retrieved Jun. 1, 2006, from http://www.irrodl.org/index.php/irrodl/article/view/321/531.
    Fahy, P. J. (2002). Use of linguistic qualifiers and intensifiers in a computer conference. The American Journal of Distance Education, 16(1), 5-22.
    Feenberg, A. (1999). Reflections on the distance learning controversy. Canadian Journal of Communication,24, 337-348.
    Flannery, D. D., & Hayes, E. (2000). Women’s learning: a kaleidoscope. In E. Hayes and D. D. Flannery (Eds.),Women as Learners (pp.1-22). San Francisco: Jossey-Bass.
    Freire, P. (1971). Pedagogy of the Oppressed. New York: Herder and Herder.
    Gardner, H., Krechevsky, M., Sternberg, R.J. & Okagaki, L.(1994). Intelligence in context:enhancing students’ practical intelligence for school. In K. McGilly (Ed.) Classroom Lessons:Integrating Cognitive Theory and Classroom Practice (pp.105-127). Cambridge:The MIT Press.
    Garrison, D.R.(1992). Critical thinking and self-directed learning in adult education: an analysis of responsibility and control issues. Adult Education Quarterly,42(3), 136-148.
    Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet & Higher Education, 2(2-3), 87-105.
    Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
    Garrison, D.R., & Anderson, T. (2003). E-Learning in the 21st Century. London:RoutledgeFlamer.
    Gay, G., Sturgill, A., Martin, W., & Huttenlocher, D.(1999). Document-centered peer collaborations: an exploration of the educational uses of networked communication technologies. Journal of Computer-Mediated Communication, 4(3). Retrieved Jun. 1, 2006, from http://jcmc.indiana.edu/vol4/issue3/gay.html
    Geer, R. (2003, December). Initial communicating styles and their impact on further interactions in computer conferences. In G. Crisp, D. Thiele, I. Scholten, S. Barker and J. Baron (Eds.), Interact, Integrate, Impact: Proceedings 20th ASCILITE Conference. Adelaide. Retrieved Apr. 1, 2006, from http://www.ascilite.org.au/conferences/adelaide03/docs/pdf/194.pdf
    Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of email: an extension to the technology acceptance model. Management Information Systems Quarterly, 21(4), 389-400.
    Goodrum, D., Dorsey, L. & Schwen, T.,(1993). On the design of an enriched learning and information environment(ELIE). Educational Technology, 33(11),5-9.
    Guiller, J., Ross, A., & Durndell, A. (2005). The role of gender in a peer-based critical thinking task. A. Méndez-Vilas et al.: Manuscript preparation guidelines for authors of m-ICTE2005. Retrieved Apr. 1, 2006, from http://www.formatex.org/micte2005/83.pdf
    Gunawardena, C. N., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
    Gunn, C., McSporran, H., & French, S. (2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7(1), 13-30.
    Hare, A. P., & Davies, M. F. (1994). Social interaction. In A. P. Hare, H. H. Blumberg, M. F. Davies, & M. V. Kent (Eds.), Small Group Research: A Handbook (pp.169-193). Norwood, NJ: Ablex.
    Henri, F. (1991). Computer conferencing and content analysis. In A. Kaye (Ed.), Collaborative Learning through Computer Conferencing:the Najaden Papers (pp. 117-136). London: Springer-Verlag.
    Henri, F., & Rigault, R. (1996). Collaborative distance learning and computer conferencing. In T. T. Liao, (Ed.), Advanced Educational Technology: Research Issues and Future Potential (pp. 45-75). New York: Springer.
    Herring, S. C. (1996a). Gender differences in computer-mediated communication: Bringing familiar baggage to the new frontier. In V. Vitanza (Ed.), CyberReader (pp. 144-154). Boston: Allyn & Bacon.
    Herring, S. C. (1996b). Two variants of an electronic message schema. In S.C. Herring (Ed.), Computer-Mediated-Communication. Linguistic, Social and Crosscultural Perspectives (pp. 81-106). Philadelphia:John Benjamins Publishing Co.
    Herring, S. C. (1999). Interactional coherence in computer-mediated communication. Proceedings of the 32nd Hawaii International Conference on System Sciences.
    Herring, S. C. (2001). Gender and power in online communication. Center for Social Informatics Working Papers. Retrieved Apr. 1, 2006, from http://rkcsi.indiana.edu/archive/CSI/WP/WP01-05B.html
    Herring, S. C., Inna K., Lois A. S., & Elijah W. (2004). Women and children last: The discursive construction of weblogs. In L. Gurak, S. Antonijevic, L. Johnson, C. Ratliff and J. Reyman (Eds.), Into the Blogosphere: Rhetoric, Community, and Culture of Weblogs. University of Minnesota. Retrieved Apr. 1, 2006, from http://blog.lib.umn.edu/blogosphere/women_and_children.html
    Hill, J. R. (2001). Building community in web-based learning environments: strategies and techniques. Paper presented at the AusWeb017th Australian World Wide Web Conference. Retrieved Apr. 1, 2006, from http://ausweb.scu.edu.au/aw01/papers/refereed/hill/paper.html
    Hillman, D. C., Willis, D. J., & Gunawardena, C.N. (1994). Learner interface interaction in distance education. The American Journal of Distance Education, 8(2), 30-42.
    Holthouse, D. (1998). Knowledge management research issues. California Management Review, 40(3), 277-280.
    Hron, A. & Friedrich, H. F. (2003). A review of web-based collaborative learning: factors beyond technology. Journal of Computer Assisted Learning,19, 70-79.
    Ijsselsteijn, W. A., de Ridder, H., Freeman, J., & Avons, S. E. (2000). Presence: concept, determinants and measurement. Proceedings of the SPIE, 3959:520-529. Retrieved Apr. 1, 2006, from http://www.ijsselsteijn.nl/papers/SPIE_HVEI_2000.pdf
    Im, Y. & Lee, O. (2003). Pedagogical implications of online discussion for preservice teacher training. Journal on Technology in Education, 36(2),155-170.
    Jeong, A. (2005). A guide to analyzing message response sequences and group interaction patterns in computer-mediated communication. Distance Education, 26(3), 367-383.
    Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 11(1), 29-49.
    Kanuka, H., & Anderson, T. (1998). Online social interchange, discord and knowledge construction. Journal of Distance Education, 13(1), 57-74.
    Kasworm, C., Sandmann, L. R., & Sissel, P. A. (2000). Adult learners in higher education. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of Adult and Continuing Education (pp. 449-463). San Francisco, CA:Jossey-Bass.
    Kearsley, G.(2000). Online education: learning and teaching in cyberspace. Belmont,CA:Wadsworth.
    King, L. J. (2000). Gender issues in online communities,The CPSR Newsletter,18(1), Retrieved Apr. 1, 2006, from http://www.cpsr.org/prevsite/publications/newsletters/issues/2000/Winter2000/king.html .
    Knowles, M. S. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
    Lave, J. & Wenger, E. (1991). Situated learning. Cambridge:Cambridge University Press.
    Levine, J. M., Resnick, L. B., & Higgins, E. T.(1993). Social foundations of cognition. Annual Review of Psychology, 44,585-612.
    Lincoln, Y. S. & Cuba, E. G. (1985). Naturalistic inquiry. London: Sage.
    Lipman, M.(1991). Thinking in Education. Cambridge: Cambridge University Press.
    Lock, J.(2002). Laying the groundwork for the development of learning communities within online courses. The Quarterly Review of Distance Education,3(4), 395-408.
    Lombard, M., & Ditton, T. (1997). At the heart of it all: the concept of presence. Journal of Computer-Mediated Communication, 3(2). Retrieved Jun. 1, 2006, from http://jcmc.indiana.edu/vol3/issue2/lombard.html
    Luppicini, R. (2003). Categories of virtual learning communities for educational design. Quarterly Review of Distance Education,4(4), 409-416.
    Madden, M. E. (2005). 2004 division 35 presidential address: gender and leadership in higher education. Psychology of Women Quarterly, 29, 3–14.
    Maslow, A. H. (1954). Motivation and personality. New York: Harper & Row.
    Matheson, K. (1991). Social cues in computer-mediated negotiations: gender makes a difference. Computers in Human Behavior, 7, 137-147.
    McConnell, D. (1997). Interaction patterns of mixed sex groups in educational computer conferences. Part I- empirical findings. Gender and Education, 9(3), 345-363.
    McGrath, J., & Hollingshead, A.(1994). Groups Interacting with Technology: Ideas, Evidence, Issues and an Agenda. Thousand Oaks: Sage.
    McGuire, T., Kiesler, S., & Siegel, J. (1987). Group and computer-mediated discussion effects in risk decision making. Journal of Personality and Social Psychology, 52(5), 917-930.
    McLuhan, M. (1964). Understanding Media: The Extensions of Man. New York: New American Library.
    Merriam, S. B. (1988). Case Study Research in Education: A Qualitative Approach. San Francisco:Jossey-Bass.
    Merriam, S. B., & Caffarella, R.S. (1999). Learning in adulthood. San Francisco: Jossey-Bass.
    Miller, W. & Crabtree, B. (1999). Depth interviewing. In B. Crabtree & W. Miller (Eds.), Doing Qualitative Research (pp.89-108). Thousand Oaks, California:Sage.
    Moller, L.(1998). Designing communities of learners for asynchronous distance education. Educational Technology Research and Development, 46(4), 115-122.
    Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education. 3(2), 1-6.
    Moore, A. B. & Brooks, R. (2000). Learning communities and community development: Describing the process. International Journal of Adult and Vocational Learning, 1, 1-15. Retrieved Apr. 1, 2006, from http://www.crlra.utas.edu.au/Pages/files/journal/articles/iss1/1Moore&B.pdf
    Moran, C. (1991). We write, but do we read? Computers and Composition, 8(3), 51-61. Retrieved Apr. 1, 2006, from http://www.hu.mtu.edu/~candc/archives/v8/8_3_html/8_3_4_Moran.html 
    Nicol, D. J., Minty, I., & Sinclair, C. (2003). The social dimensions of online learning. Innovations in Education and Teaching International, 40(3), 270-280.
    Norris, D. M., & Dolence, M. G.(1996). IT leadership is key to transformation. Cause/effect, 19(1), 12-20. Retrieved Apr. 1, 2006, from http://www.educause.edu/ir/library/pdf/CEM9615.pdf.
    OEDC (2001). The well-being of nations: the role of human and social capital. Education and Skills. (Paris, Organisation for Economic Cooperation and Development).
    Pea, R. D. (1993). The collaborative visualization project. Communications of the ACM, 36(5), 60-63.
    Palloff, R. M., & Pratt, K. (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass Publishers.
    Pena-Shaff, Martin, W., & Gay G.(2001). An epistemological framework for analyzing student interactions in computer-mediated communication environments. Journal of Interactive Learning Research, 12(1), 41-68.
    Peters, O. (2000). The transformation of the university into an institution of independent learning. In T. Evans & D. Nation (Eds.), Changing University Teaching: Reflections on Creating Educational Technologies (pp. 10-23). London: Kogan Page.
    Piaget, J. (1985). The equilibration of cognitive structures: the central problem of intellectual development. Chicago : University of Chicago Press.
    Piccoli, G., Ahmad, R., & Ives, B.(2001). Web-based virtual learning environments: a research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 145-169.
    Preece, J. (2000). Online Communities: Designing Usability, Supporting Sociability. Chichester: John Wiley & Sons.
    Resnick, L.B. (1991). Shared cognition: thinking as social practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 1-20). Washington DC: American Psychological Association.
    Ridgeway, C. L., & Smith-Lovin, L. (1999). The gender system and interaction. Annual Review of Sociology, 25, 191-216.
    Ridgeway, C. L. (2001). Gender, status, and leadership. Journal of Social Issues, 57(4), 637-655.
    Ridgeway, C. L., & Correll, S. J. (2004). Unpacking the gender system: a theoretical perspective on gender beliefs and social relations. Gender & Society, 18(4), 510-531.
    Roback, H. B., & Rabin, P. L., & Chapman, J. E. (1988). Gender differences in first year medical students’ attitudes toward a discussion-oriented behavioral science course. Social Behavior and Personality, 16(1), 65-69.
    Robinson, D. T., & Smith-Lovin, L. (2001). Getting a laugh: gender, status, and humor in task discussions. Social Forces, 80(1), 123-158.
    Rodino, M. (1997). Breaking out of binaries: Reconceptualizing gender and its relationship to language in computer-mediated communication. Journal of Computer-Mediated Communications, 3(3). Retrieved Apr. 1, 2006, from http://jcmc.indiana.edu/vol3/issue3/rodino.html
    Rogers, C.R.(1983). The interpersonal relationship in the facilitation of learning. In M. Thorpe, R. Edwards,& A. Hansen(Eds.), Culture and Processes of Adult Learning Education. London:Routledge.
    Romm, C., Pliskin, N., & Clarke, R.(1997). Virtual communities and society: toward an integrative three model. International Journal of Information Management, 17(4), 261-270.
    Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Accessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education. 14(3), 51-70.
    Rovai, A.P. (2002). Building sense of community at a distance. Internatioanl Review of Research in Open and Distance Learning. Retrieved Apr. 1, 2006, from http://www.irrodl.org/content/v3.1/rovai.html
    Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning-sense of community, perceived learning, and interpersonal interactions. The Quarterly Review of Distance Education, 6(1), 31-44.
    Sarker, S. & Nicholson, J. (2005). Exploring the myths about online education in information systems. Informing Science Journal, 8, 55-73.
    Salmon, G. (2000). E-moderating: the Key to Teaching and Learning Online. London: RoutledgeFalmer.
    Savicki, V., Lingenfelter, D., & Kelley, M. (1996). Gender language style and group composition in Internet discussion groups. Journal of Computer-Mediated Communication [Online], 2(3). Retrieved Apr. 1, 2006, from http://ascusc.org/jcmc/vol2/issue3/savicki.html
    Scardamalia, M., & Bereiter, C. (1989). International learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing Learning and Instruction (pp. 361-392). Hillsdale: Erbaum.
    Slater, M. (2003). A note on presence terminology. Presence connect, 3(3). Retrieved Apr. 1, 2006, from http://www.cs.ucl.ac.uk/research/vr/Projects/Presencia/ConsortiumPublications/ucl_cs_papers/presence-terminology.htm
    Smith, C.B., McLaughlin, M.L., & Osborne, K.K.(1997). Conduct controls on Usenet. Journal of Computer-Mediated Communication, 2(4). Retrieved Apr. 1, 2006, from http://jcmc.indiana.edu/vol2/issue4/smith.html
    Smith-Lovin, L., & Brody, C. (1989). Interruptions in group discussions: the effects of gender and group composition. American Sociological Review, 54(3), 424-435.
    Sorensen, G. & McCroskey, J.C. (1977). The prediction of interaction behavior in small groups: zero history vs. intact groups. Communication Monographs, 44, 78-80.
    Soukup, C.(1999). The gendered interactional patterns of computer-mediated chatrooms: a critical ethnographic study. The Information Society, 15, 169-176.
    Sproull, L., & Kiesler, S. (1991). Connections: New Ways of Working in the Networked Organization. Cambridge, MA: MIT Press.
    Spears, R., & Lea, M. (1994). Panacea or panopticon? The hidden power in computer-mediated communication. Communication Research, 21(4), 427-459.
    Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education,14(2), 14–33.
    Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17).  Retrieved Apr. 1, 2006, from http://pareonline.net/getvn.asp?v=7&n=17
    Tannen, D. (1990). You Just don’t Understand: Women and Men in Conversation. New York: Ballentine Books.
    Thompson, M. M. (1998). Distance learner in higher education. In C.C. Gibson(Ed.), Distance Learners in Higher Education: Institutional Responses for Quality Outcomes (pp.9-24). Madison:Atwood.
    Tisdell, E. J. (2000). Feminist pedagogies. In E. Hayes and D. D. Flannery (Eds.), Women as Learners (pp. 155-184). San Francisco: Jossey-Bass.
    Treleaven, L., & Cecez-Kecmanovic, D. (2001). Collaborative learning in a web-mediated environment: a study of communicative practices. Studies in Continuing Education, 23(2), 169-183.
    Tsui, A.B.M., & Ki, W.W. (2002). Teacher participation in computer conferencing: socio-psychological dimensions. Journal of Information Technology for Teacher Education, 11(1), 23-44.
    Tsui, L. (2002). Fostering critical thinking through effective pedagogy. Journal of Higher Education, 73(6), 739-763.
    Tu, C. H.(2001). How Chinese perceive social presence: an examination of an online learning environment. Educational Media International, 38(1), 45-60.
    Tu, C. H., & Corry, M. (2001). A paradigm shift for online community research. Distance Education, 22(2), 245-263.
    Tudini, V. (2002). The role of online chatting in the development of competence in oral interaction. Proceedings of the Innovations in Italian Workshop, Griffith University. Retrieved Apr.1,2006, from http://www.gu.edu.au/centre/italian/pdf/4_tudini.pdf
    Tylor, J. C. (2001). Fifth generation distance education. Higher Education Series Report no 40. Retrieved Jan.1,2006, from http://eprints.usq.edu.au/archive/00000136/01/Taylor.pdf
    Vogt, W. P. (1997). Tolerance and Education: Learning to Live with Diversity and Difference. Thousand Oaks:Sage.
    Vygotsky, L.S. (1978). Mind in Society – the Development of Higher Psychological Processes, Cambridge Mass: Harvard University Press.
    Wallace, P. M. (1999). The Psychology of Internet. London: Cambridge University Press.
    Walther, J. B. (1995). Relational aspects of computer-mediated communication: experimental observations over time. Organization Science, 6(2), 186-203.
    Walther, J. B., Boyd, S. (2002). Attraction to computer-mediated social support. In C.A. Lin & D. Atkin (Eds.), Communication Technology and Society: Audience Adoption and Uses. 153-188. Cresskill, NJ: Hampton Press.
    Warschauer, M. (1997). Computer-mediated collaborative learning: theory and practice. Modern Language Journal, 81(3), 470-481.
    Wenger, E. (1998). Communities of Practice-Learning, Meaning and Identity. Cambridge:Cambridge University Press.
    Wenger, E.(2000). Learning as social participation. Knowledge Management Review, 2(6), 30-33.
    Wiesenberg, F. & Hutton, S. (2000, December). Quality online participation: Learning in CMC classroom. RCVET Working Knowledge Conference Papers. Research Centre for Vocational Education and Training, University of Technology, Sydney, Australia.
    Whitt, E. J., Edison, M. I., Pascarella, E. T., Terenzini, P. T., & Nora, A. (2001). Influences on students’ openness to diversity and challenge in the second and third years of college. Journal of Higher Education, 72(2), 172-204.
    Wu, D. & Hiltz, S. (2004) Predicting Learning from Asynchronous Online Discussions, Journal of Asynchronous Learning Networks, 8(2), 139-152.
    Yin, R. K. (1994). Case Study Research. London: Sage.
    Young, G. (1997). Adult Development, Therapy, and Culture: a Postmodern Synthesis. New York: Plenum Press.

    QR CODE