@article{ rovai_-line_2003,
  title = {On-{Line} {Course} {Effectiveness}: {An} {Analysis} of {Student} {Interactions} and {Perceptions} of {Learning}},
  volume = {18},
  issn = {08300445},
  shorttitle = {On-{Line} {Course} {Effectiveness}: {An} {Analysis} of {Student} {Interactions} and {Perceptions} of {Learning}},
  url = {http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13525418&site=ehost-live},
  abstract = {Nineteen on-line graduate courses were analyzed in order to determine how perceived learning varies by course and its relationship to active and passive participation by students in on-line discussions. Study results provided evidence that significant differences existed by course, suggesting that quality assurance is an issue in Internet-based instruction. Moreover, female students felt that they learned more than their male counterparts. Only active interaction, operationalized by the number of messages posted by students per week, was a significant predictor of perceived learning. Passive interaction, analogous to listening to but not participating in discussions and operationalized by the number of accesses to the discussion boards of the e-learning system each week, was not significant. (English) [ABSTRACT FROM AUTHOR] Dix-neuf cours en ligne de deuxime cycle ont t analyss afin de dterminer comment la perception de l'apprentissage varie selon le cours et aussi afin de dfinir le lien avec la participation active et passive ddes tudiants dans les discusions en ligne. Les rsultats de l'tude ont fourni des indices sur l'existence de diffrences importantes selon le cours, suggrant que l'assurance de la qualit est une question importante dans la formation utilisant l'Internet. De plus, les tudiants de sexe fminin ont le sentiment d'avoir appris davantage que le pensent leurs collgues masculins. L'interaction active, oprationnalise par le nombre de messages affichs par les tudiants par semaine, tait le seul indice significatif de l'apprentissage peru. L'interaction passive, analogue couter mais ne pas participer aux discussions et oprationnalise par le nombre d'accs aux forums de discussion du systme de e-learning chaque semaine, n'tait pas significatif. (French) [ABSTRACT FROM AUTHOR] Copyright of Journal of Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},
  journal = {Journal of Distance Education},
  author = {Rovai, Alfred P. and Barnum, Kirk T.},
  year = {2003},
  note = {1},
  keywords = {COLLEGE students, COMPUTER assisted instruction, CURRICULA (Courses of study), INTERNET in education, QUALITY control},
  pages = {57--73}
}

{"_id":{"_str":"529a15c59eb585cc26000bb5"},"__v":2,"authorIDs":[],"author_short":["Rovai, A.<nbsp>P.","Barnum, K.<nbsp>T."],"bibbaseid":"rovai-barnum-onlinecourseeffectivenessananalysisofstudentinteractionsandperceptionsoflearning-2003","bibdata":{"abstract":"Nineteen on-line graduate courses were analyzed in order to determine how perceived learning varies by course and its relationship to active and passive participation by students in on-line discussions. Study results provided evidence that significant differences existed by course, suggesting that quality assurance is an issue in Internet-based instruction. Moreover, female students felt that they learned more than their male counterparts. Only active interaction, operationalized by the number of messages posted by students per week, was a significant predictor of perceived learning. Passive interaction, analogous to listening to but not participating in discussions and operationalized by the number of accesses to the discussion boards of the e-learning system each week, was not significant. (English) [ABSTRACT FROM AUTHOR] Dix-neuf cours en ligne de deuxime cycle ont t analyss afin de dterminer comment la perception de l'apprentissage varie selon le cours et aussi afin de dfinir le lien avec la participation active et passive ddes tudiants dans les discusions en ligne. Les rsultats de l'tude ont fourni des indices sur l'existence de diffrences importantes selon le cours, suggrant que l'assurance de la qualit est une question importante dans la formation utilisant l'Internet. De plus, les tudiants de sexe fminin ont le sentiment d'avoir appris davantage que le pensent leurs collgues masculins. L'interaction active, oprationnalise par le nombre de messages affichs par les tudiants par semaine, tait le seul indice significatif de l'apprentissage peru. L'interaction passive, analogue couter mais ne pas participer aux discussions et oprationnalise par le nombre d'accs aux forums de discussion du systme de e-learning chaque semaine, n'tait pas significatif. (French) [ABSTRACT FROM AUTHOR] Copyright of Journal of Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","author":["Rovai, Alfred P.","Barnum, Kirk T."],"author_short":["Rovai, A.<nbsp>P.","Barnum, K.<nbsp>T."],"bibtex":"@article{ rovai_-line_2003,\n title = {On-{Line} {Course} {Effectiveness}: {An} {Analysis} of {Student} {Interactions} and {Perceptions} of {Learning}},\n volume = {18},\n issn = {08300445},\n shorttitle = {On-{Line} {Course} {Effectiveness}: {An} {Analysis} of {Student} {Interactions} and {Perceptions} of {Learning}},\n url = {http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13525418&site=ehost-live},\n abstract = {Nineteen on-line graduate courses were analyzed in order to determine how perceived learning varies by course and its relationship to active and passive participation by students in on-line discussions. Study results provided evidence that significant differences existed by course, suggesting that quality assurance is an issue in Internet-based instruction. Moreover, female students felt that they learned more than their male counterparts. Only active interaction, operationalized by the number of messages posted by students per week, was a significant predictor of perceived learning. Passive interaction, analogous to listening to but not participating in discussions and operationalized by the number of accesses to the discussion boards of the e-learning system each week, was not significant. (English) [ABSTRACT FROM AUTHOR] Dix-neuf cours en ligne de deuxime cycle ont t analyss afin de dterminer comment la perception de l'apprentissage varie selon le cours et aussi afin de dfinir le lien avec la participation active et passive ddes tudiants dans les discusions en ligne. Les rsultats de l'tude ont fourni des indices sur l'existence de diffrences importantes selon le cours, suggrant que l'assurance de la qualit est une question importante dans la formation utilisant l'Internet. De plus, les tudiants de sexe fminin ont le sentiment d'avoir appris davantage que le pensent leurs collgues masculins. L'interaction active, oprationnalise par le nombre de messages affichs par les tudiants par semaine, tait le seul indice significatif de l'apprentissage peru. L'interaction passive, analogue couter mais ne pas participer aux discussions et oprationnalise par le nombre d'accs aux forums de discussion du systme de e-learning chaque semaine, n'tait pas significatif. (French) [ABSTRACT FROM AUTHOR] Copyright of Journal of Distance Education is the property of Canadian Network for Innovation in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)},\n journal = {Journal of Distance Education},\n author = {Rovai, Alfred P. and Barnum, Kirk T.},\n year = {2003},\n note = {1},\n keywords = {COLLEGE students, COMPUTER assisted instruction, CURRICULA (Courses of study), INTERNET in education, QUALITY control},\n pages = {57--73}\n}","bibtype":"article","id":"rovai_-line_2003","issn":"08300445","journal":"Journal of Distance Education","key":"rovai_-line_2003","keywords":"COLLEGE students, COMPUTER assisted instruction, CURRICULA (Courses of study), INTERNET in education, QUALITY control","note":"1","pages":"57--73","shorttitle":"On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning","title":"On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning","type":"article","url":"http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13525418&site=ehost-live","volume":"18","year":"2003","bibbaseid":"rovai-barnum-onlinecourseeffectivenessananalysisofstudentinteractionsandperceptionsoflearning-2003","role":"author","urls":{"Paper":"http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=13525418&site=ehost-live"},"keyword":["COLLEGE students","COMPUTER assisted instruction","CURRICULA (Courses of study)","INTERNET in education","QUALITY control"],"downloads":0},"bibtype":"article","biburl":"https://api.zotero.org/users/2570/collections/2WX3JATB/items?key=qCLYGXVe2OpVtUnRU94yCBOP&format=bibtex&limit=100","downloads":0,"keywords":["college students","computer assisted instruction","curricula (courses of study)","internet in education","quality control"],"search_terms":["line","course","effectiveness","analysis","student","interactions","perceptions","learning","rovai","barnum"],"title":"On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning","year":2003,"dataSources":["X9NAFPk5YXmKpRu8T"]}