Asynchronous Learning Networks (ALN) as communities of inquiry are growing in use for education. These environments require students to interact with content material, other students, and the instructor. For online group work, students are expected to exhibit cognitive, social, and teaching behaviors in their interactions for learning to occur. While research exists on group face-to-face interactions, there is little quantitative evidence on online asynchronous interaction for group learning. This research study was designed to determine whether evidence exists to support improvements in group learning from interactions in an ALN reflecting cognitive, social, and teaching behaviors. For this purpose, the study examined three sets of discussion postings made over a seven week period by 17 groups of MBA students. A content analysis coding scheme adapted from the work of Henri (1991) and Garrison, Anderson, a Archer (2000, 2001) was used to identify cognitive, social, and teaching presence indicators, as well as cognitive depth of processing levels. These variables plus group paper scores resulting from each of the three discussion timeframes were analyzed as repeated measures in a multivariate analysis of variance (MANOVA) and a regression analysis of scores. While a qualitative view of the data appeared promising, the quantitative analyses of the data failed to reach statistical significance. Analysis of the study results does provide suggestions for group assignment and questions for future research.A key question is overseas expansion, esp. into the U.S. where mfg costs are kept low by outsourcing. ... Inventory data: theoretical in-store - channel is manual count or calculated theoretical at headquarters ac Inventory data: actual in production aamp; distribution - channel ... IT Benefits: ac Simplicity and reliability of store IT (e.g. makes training easy, new store openings easy, maintenance easy because same.
|Title||:||The Effect of Student Interaction on Group Performance in Asynchronous Learning Environments|
|Author||:||Nora Mae Braun|
|Publisher||:||ProQuest - 2008|