63.6% for the 2002-2003 period. Completion rates for the same courses offered in
seminar format (either through synchronous technologies or face-to-face)
averaged 86.9% over the same period (Athabasca University, 2003, p.12).
Interaction in Learner-Paced Learning - CIDER - 0 views
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Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.
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Face-to-face interviews
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On Privacy and web presence | Virtual Canuck - 0 views
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In my own class, I am encouraging students to venture out beyond the protected walls of the institutional LMS and use blog posting and discussions to create “transactional presence” and sustain cooperative and collaborative learning. However, I note that most students confine reading permissions to others associated with the University or even exclusively to class mates, thereby eliminating exposure to search engines and external readers and communities. A safer, choice, but one that serves to minimize spontaneous and emergent connections and relationships with people outside of the institution
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he first use verbal and non verbal behaviours by which we invite others to enter or to leave our individual spaces. The second is built upon on environmental constraints and opportunities we build and inhabit such as doors, fences, passwords and speaking platforms. Finally, Altman notes cultural constraints such as the type of questions that are appropriately asked, the loudness of voice and the amount of touching that we use to build and reinforce interpersonal boundaries that culturally define privacy spaces and practices.
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hus, it should come as no surprise that privacy issues are a major concern of all who use the net and perhaps especially so for those using social software tools for both formal and informal learning. No easy asnwers, but I don’t see any compelling reasons to attemopt to totally lockdown our or our students capacity to explore and gain control over their own emerging sense of privacy and security.
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