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• W201393412 abstract "Introduction A continuous major development in the modern world is Web technology. Since technology in education has become an important tool for knowledge production, supporting face-to-face courses through both synchronous and asynchronous activities is growing in popularity. Advocates for these opposing communication types believe they each offer different educational experiences based on instructors' and learners' teaching and learning preferences (Garrison, Anderson, & Archer, 2003). Although a wide variety of instructional strategies encourage students' learning online, asynchronous online discussions are considered the most pedagogically effective form of interaction in virtual environments (Althaus, 1996; Bonk & Zhang, 2008; Vess, 2005). In a meta-analysis conducted by Lou, Bernard, and Abrami (2006), the effects of distance education were compared to those of classroom instruction; students in traditional classrooms significantly outperformed students who had asynchronous discussions in distance education. Thus, in recent years, higher education institutions have been rapidly incorporating these applications into their educational delivery systems. Asynchronous communication environments offer time and place independence for students and teachers. Using this asynchronicity in traditional environments can produce a more enthusiastic learning atmosphere, geographical freedom, and individual control. Place and time independence, convenience, and feeling like part of a virtual community are some determined benefits of asynchronous discussions (Berge & Collins, 1993; Rourke, Anderson, Garrison, & Archer, 2001). While such discussions support interactivity and involvement, students have the opportunity to work at their own convenience, accommodating everyone's working preferences (Motiwalla & Tello, 2000; Swan, Shea, Fredericksen, Pickett, Pelz, & Maher, 2000). Online discussions allow equal expression time for students; often providing increased participation rates compared to face-to-face sessions (Carnevale, 2002; Young, 2002). Additionally, Palloff and Pratt (1999) suggest that asynchronous discussions might increase reflection and thoughtfulness in student discussions. Supporting face-to-face courses with asynchronous discussions offer students continual communication and decrease social pressure on students who are shy participating in a regular session. Literature findings supports the ideas that people can combat shyness through asynchronous discussions and become more active than in face-to-face sessions (Cheung & Hew, 2004; Palloff & Pratt, 2001; Vonderwell, 2003). In the literature, a great deal of research indicates that asynchronous online discussions can be an effective way to generate knowledge (Mandernach, Dailey-Hebert, & Donnelli-Sallee, 2007; Schrire, 2006). As supporting courses with asynchronous communications becomes more common, especially the university level, it is important to determine students' ideas, worries, and expectations about these environments. In this study, students' perceived experiences in an asynchronous online discussion environment supporting a face-to-face course were explored. The aim of this study was to examine prospective teachers' perceptions of the use of asynchronous online discussions supporting face-to-face courses with respect to preferences, experiences, and opinions. Two main questions were asked: * What are preservice teachers' perceptions of the use of asynchronous online discussions supporting a face-to-face course? * What are preservice teachers' preferences with regard to face-to-face and asynchronous online discussions? General Course Procedure In higher education, student evaluation of instruction provides data that serve a variety of purposes including the revision of courses and programs, improvement of instruction, institutional accreditation, and faculty tenure decisions (Dunkin & Barnes, 1986). …" @default.
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• W201393412 date "2011-08-01" @default.
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• W201393412 title "Using Asynchronous Communication Tools to Support Face-to-Face Courses: Turkish Preservice Teachers' Perspectives" @default.
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