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Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach
9 references·16 citing·36 second hop
Communication within on-line forums: the opportunities, the constraints and the value of a communicative approach (2000)Communication within on-line forums: the …Perceiving, Acting and Knowing (2017)Perceiving, Acting and KnowingRethinking University Teaching (2013)Rethinking University TeachingOnline Teaching: Encouraging Collaboration through Anonymity (2006)Online Teaching: Encouraging …The Social Dimension of Asynchronous Learning Networks (1998)The Social Dimension of Async…The Limits of Competence: Knowledge, Higher Education and Society (1994)The Limits of Competence: Kno…The psychology of everyday things (1992)The psychology of everyday th…Connections: New ways of working in the networked organization (1992)Connections: New ways of work…Teaching Language as Communication (1980)Teaching Language as Communic…Teaching Language as Communication (1979)Teaching Language as Communic…Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021)Online Teaching and Learning …How behaviors on social network sites and online social capital influence social commerce intentions (2019)How behaviors on social netwo…Roles and student identities in online large course forums: Implications for practice (2014)Roles and student identities …Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements (2009)Exploration of an e-learning …Participating in Synchronous Online Education (2007)Participating in Synchronous …Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support (2007)Cross-age peer tutors in asyn…Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour (2007)Blending asynchronous discuss…Student perceptions of a virtual learning environment for a problem‐based learning undergraduate medical curriculum (2006)Student perceptions of a virt…Developing a comprehensive metric for assessing discussion board effectiveness (2006)Developing a comprehensive me…A methodological framework for practice-based research in networked learning (2006)A methodological framework fo…Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education (2005)Structure, Content, Delivery,…Raising the bar:Encouraging high level thinking in online discussion forums (2004)Raising the bar:Encouraging h…Investigating the Factors Determining e-Learning Effectiveness in Tourism and Hospitality Education (2004)Investigating the Factors Det…Opening dimensions of variation: An empirical study of learning in a Web-based discussion (2003)Opening dimensions of variati…EFFECTS OF SOCIAL NETWORK ON STUDENTS’ PERFORMANCE: A WEB-BASED FORUM STUDY IN TAIWAN (2003)EFFECTS OF SOCIAL NETWORK ON …Following the thread in computer conferences (2001)Following the thread in compu…Social psychological aspects of computer-mediated communication. (1984)Computer-mediated communication, de-individuation and group decision-making (1991)Life on the Screen: Identity in the Age of the Internet (1997)Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication (2010)"This is a Throwaway Account" (2015)Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills (2017)Moral Consciousness and Communicative Action. (1992)Situated Learning: Legitimate Peripheral Participation. (1994)STUDENT DISTRESS IN A WEB-BASED DISTANCE EDUCATION COURSE (2000)Key Factors for Determining Student Satisfaction in Online Courses (2004)ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2005)The theory of communicative action (2014)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)The theory of planned behavior (1991)The effect of social networking sites use on employees’ knowledge sharing (2020)Internet paradox: A social technology that reduces social involvement and psychological well-being? (1998)Social Implications of the Internet (2001)Internet Paradox Revisited (2002)Positive Affect, Cognitive Processes, and Social Behavior (1987)Articulatory Phonology: An Overview (1992)10 Sociomateriality: Challenging the Separation of Technology, Work and Organization (2008)Requests and Apologies: A Cross-Cultural Study of Speech Act Realization Patterns (CCSARP)1 (1984)Reconceptualizing the Knowledge-Base of Language Teacher Education (1998)Genre pedagogy: Language, literacy and L2 writing instruction (2007)Methodologies for studying human knowledge (1987)Toward an Understanding of Macrocognition in Teams: Predicting Processes in Complex Collaborative Contexts (2010)Technology‐mediated learning theory (2019)Rethinking Learner Support: The challenge of collaborative online learning (2002)Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes? (2003)How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes (2008)Transforming teaching and learning: embedding ICT into everyday classroom practices (2004)Redisciplining generic attributes: the disciplinary context in focus (2009)Problem-Based and Project-Based Learning in Engineering Education (2014)The Pronunciation Component in Teaching English to Speakers of Other Languages (1991)Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research (1997)
this work references cited by second hop

References

  • 2017Perceiving, Acting and Knowing2,065 cited
  • 1992Connections: New ways of working in the networked organization1,759 cited
  • 1980Teaching Language as Communication1,342 cited
  • 1979Teaching Language as Communication959 cited
  • 1994The Limits of Competence: Knowledge, Higher Education and Society649 cited
  • 1998The Social Dimension of Asynchronous Learning Networks637 cited
  • 2013Rethinking University Teaching385 cited
  • 2006Online Teaching: Encouraging Collaboration through Anonymity163 cited
  • 1992The psychology of everyday things150 cited

Cited by

  • 2019How behaviors on social network sites and online social capital influence social commerce intentions140 cited
  • 2021Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions133 cited
  • 2004Raising the bar:Encouraging high level thinking in online discussion forums130 cited
  • 2007Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour112 cited
  • 2003EFFECTS OF SOCIAL NETWORK ON STUDENTS’ PERFORMANCE: A WEB-BASED FORUM STUDY IN TAIWAN100 cited
  • 2005Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

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91 cited
  • 2006Developing a comprehensive metric for assessing discussion board effectiveness80 cited
  • 2007Participating in Synchronous Online Education80 cited
  • 2006Student perceptions of a virtual learning environment for a problem‐based learning undergraduate medical curriculum73 cited
  • 2003Opening dimensions of variation: An empirical study of learning in a Web-based discussion70 cited
  • 2009Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements69 cited
  • 2014Roles and student identities in online large course forums: Implications for practice68 cited
  • 2001Following the thread in computer conferences64 cited
  • 2006A methodological framework for practice-based research in networked learning64 cited
  • 2004Investigating the Factors Determining e-Learning Effectiveness in Tourism and Hospitality Education61 cited
  • 2007Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support34 cited