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Interaktionsfrämjande faktorer i IT-stödd distansutbildning
Blekinge Institute of Technology, School of Management.
2005 (Swedish)Independent thesis Basic level (degree of Bachelor)Student thesis
Abstract [sv]

This thesis focuses on interaction in netbased education. The purpose being to increase awareness about what promotes interaction in netbased education through understanding and categorizing the students’ opinions . My method is qualitative with a phenomenographic approach. I have conducted a netbased survey with 21 respondents who have completed a netbased course. Further I have followed up and chatted with 7 of the respondents in the survey. The survey resulted in five different qualitative categories: the technique, the teacher, the student, the study guide and the physical meeting. The result shows clearly that the asynchronous forum of discussion is a very important factor in enhancing interaction. Respondents who are skilled and experienced chatters see the chat as a positive model for interaction. The teacher has an important role to promote interaction. They have to be skilled in the technique and also take part in the forum in various ways and degrees. However some of the respondents do not want the teacher to take part in the forum discussions. The teacher must even be active and respond quickly to simple questions. The student should also be well trained in the technique and be responsible for his own and the group’s studies. The study guide must be constructed so to enhance student cooperation. It must be very clear and contain the extent of cooperation needed in regard to examination work. Physical meetings are regarded as important but very few participate.

Place, publisher, year, edition, pages
2005. , 41 (inkl bil) p.
Keyword [sv]
Interaction, communication, development of knowledge, netbased education, distance education, reflection., Fristående kurs
National Category
URN: urn:nbn:se:bth-1607Local ID: diva2:828852
Humanities, Theology
0455-304212Available from: 2015-05-18 Created: 2005-12-19 Last updated: 2015-06-30Bibliographically approved

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