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6610module3mbracea
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6610module3mbracea

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  • 1. A qualitative meta-analysis of interactions and collaboration in a web-based learning environment<br />Submitted by Mamoona Brace<br />6610 Module 3<br />
  • 2. Methods of Analysis<br /><ul><li>Selection of theme in 20 peer-reviewed journals.
  • 3. Identification of inclusion and exclusion criteria.
  • 4. Identification of 15 studies on the theme
  • 5. Synthesis of studies.
  • 6. Analysis of studies to identify patterns and categories.</li></li></ul><li>Inclusion/Exclusion Criteria<br />
  • 7.
  • 8. Synthesis of studies<br /><ul><li>Purpose
  • 9. Methods (Context/Education/Participants)
  • 10. Framework
  • 11. Findings
  • 12. Conclusions
  • 13. Discussion
  • 14. Implications</li></li></ul><li>Purposes of Studies<br />
  • 15.
  • 16.
  • 17. Frameworks<br />
  • 18.
  • 19. Methods of Studies<br />
  • 20. Table 1<br />
  • 21. Table 2<br />
  • 22. Table 3<br />
  • 23. Table 4<br />
  • 24. Table 5<br />
  • 25. Table 6<br />
  • 26. Findings of the Studies<br />
  • 27.
  • 28.
  • 29.
  • 30.
  • 31. Conclusions of the studies<br />
  • 32.
  • 33.
  • 34. Implications of the Studies<br />
  • 35.
  • 36.
  • 37. Discussion of Findings<br />
  • 38.
  • 39.
  • 40. Conclusions<br />
  • 41.
  • 42.
  • 43. Limitations of Meta-Analysis<br />
  • 44.
  • 45. Implications of Meta-analysis<br />
  • 46.
  • 47. References<br />Brindley, J., Walti, C., &amp; Blaschke, L (2009). Creating effective collaboration learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/675/1271<br />Bouzidi, L., &amp; Jaillet, A.(2009).Can online peer assessment be trusted? Educational Technology and Society, 12(4), 257-268. <br />Heift,T., &amp; Caws, C. (2000). Peer feedback in synchronous writing environments: A case study in French. Educational Technology and Society, 3(3).<br />Ikpeze, C. (2007). Small group collaboration in peer-led electronic discourse: An analysis of group dynamics and interactions involving preservice and inservice teachers. Journal of Technology and Teacher Education, 15(3), 383-407.<br />Lazonder, A. (2005). Do two heads search better than one? Effects of student collaboration on web search behaviourand search outcomes. British Journal of Educational Technology, 36(3), 465-475.<br />
  • 48. References<br />6. Li, L., Steckelberg, A., &amp; Srinivasan, S. (2009). Utilizing peer interactions to promote learning through a web- based peer assessment system. Canadian Journal Of Learning And Technology / La Revue CanadienneDe L’ApprentissageEt De La Technologie, 34(2). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/497/228<br />7. Liu, E. F., &amp; Lin, S.(2007) Relationship between peer feedback, cognitive and metacognitive strategies and achievement in networked peer assessment. British Journal of Educational Technology, 38(6), 1122- 1125.<br />8. Maher, M., &amp; Jacob,E. (2006). Peer computer conferencing to support teachers&apos; reflection during action research. Journal of Technology and Teacher Education, 14(1), 127-150.<br />9. O Murchu, D., &amp; Sorensen, E. (2004). Online master communities of practice: collaborative learning in an intercultural perspective. European Journal of Open and Distance Learning, 1. Retrieved from http://www.eurodl.org/materials/contrib/2004/Identifying_COPs.html<br />
  • 49. References<br />10. Poellhuber, B., Chomienne, M., &amp; Karsenti, T. (2008). The effect of peer collaboration and collaborative learning on self-efficacy and persistence in a learner-paced continuous intake model. The Journal Of Distance Education / Revue De L&apos;ÉDucation à Distance, 22(3). Retrieved from http://www.jofde.ca/index.php/jde/article/view/451 <br />11. Seo, K.K. (2007). Utilizing peer moderating in online discussions: addressing the controversy between teacher moderation and nonmoderation. American Journal of Distance Education, 21(1), 21-36.<br />12. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43–69.<br />13. Siemens, G. (2005). Connectivism:  Learning theory for the digital age.  International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved from http://www.itdl.org/Journal/Jan_05/index.htm<br />14. Trautmann, N. (2009).Interactive learning through web-mediated peer review of student science reports. Education Technology Research and Development, 57, 685-704.<br />
  • 50. References<br />15. Tsai,C.C., Lin,S., Yuan, S.M. (2002). Developing science activities through a networked peer assessment system. Computers &amp; Education, 38(1-3), 241-252.<br />16. Tseng,S., Tsai, C.C.(2007) On-line peer assessment and the role of the peer feedback: A study of high school computer course. Computers &amp; Education, 49, 1161–1174.<br />17. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes, Cambridge: Harvard University Press.<br />18. Yu, F., Liu, Y., &amp; Chan, T. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education &amp; Teaching International, 42(4), 337-348.<br />

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