Distance Education Trends: Integrating new technologies to foster student interaction and collaboration
Abstract
Current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of learner‐centered constructivist environments. The purpose of this article is to explore the benefits of using emerging technology tools such as wikis, blogs, and podcasts to foster student interaction in online learning. It also reviews social software applications such as Writeboard™, InstaColl™, and Imeem™. Although emerging technologies offer a vast range of opportunities for promoting collaboration in both synchronous and asynchronous learning environments, distance education programs around the globe face challenges that may limit or deter implementation of these technologies. This article probes the influence of technology on theory and the possible implications this influence affords.
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Only a limited number of studies have compared different online education methods, especially from students' point of view.
“Many studies can be found in the literature extolling the virtues of certain synchronous and asynchronous online course components (Beldarrain, 2006;Bernard et al., 2004;Cavanaugh et al., 2004;Giancola et al., 2009;Jaques & Salmon, 2012), but only a limited number of these studies have compared different online education methods, especially from students' point of view.”
From Student experience using synchronous and asynchronous instruction in mathematics classes (2024) · cites this paper as Beldarrain, 2006
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“Interacting with a conversational agent system for educational purposes in online courses.”
Song, D., Oh, E. Y., & Rice, M. (2017) · 2017 10th International Conference on Human System Interactions (HSI) · doi:10.1109/hsi.2017.8005002 · Cited by 101 · see citing works
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“Such a presence is important as it builds intimacy, immediacy, and relationships among participants (Belderrain, 2006) which helps to develop a sense of being together with others and having a sense of engagement with them (Biocca et al.”
BackgroundStudent experience using synchronous and asynchronous instruction in mathematics classes
Mohammad, N. M., Nica, M., Kraus, D., Levere, K. M., & Okner, R. (2024) · Pedagogical Research · doi:10.29333/pr/14244 · Cited by 1 · see citing works
“Many studies can be found in the literature extolling the virtues of certain synchronous and asynchronous online course components (Beldarrain, 2006; Bernard et al., 2004; Cavanaugh et al., 2004; Giancola et al., 2009; Jaques & Salmon, 2012), but only a limited number of these studies have compared…”
Background
- Authors
- Beldarrain, Y.
- Affiliations
- Florida Virtual School
- Corresponding author
- Beldarrain, Yoany
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2006-08
- Volume
- 27
- Issue
- 2
- Pages
- 139-153
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W1969641600
- Cited by
- 866
- References
- 0
- Citations by year
- 2026: 5 · 2025: 16 · 2024: 30 · 2023: 42 · 2022: 47 · 2021: 48 · 2020: 45 · 2019: 28 · 2018: 49 · 2017: 41 · 2016: 55 · 2015: 73 · 2014: 52 · 2013: 62 · 2012: 63
- FWCI
- 123.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Distance Education (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- student interaction, online collaboration, emerging educational technologies, wikis, blogs, podcasts, social software, student-centered learning, constructivism, synchronous and asynchronous learning, technology implementation challenges
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