eprintid: 10004135
rev_number: 23
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/41/35
datestamp: 2010-05-10 14:43:15
lastmod: 2017-12-07 21:10:49
status_changed: 2010-05-10 14:43:15
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Frumkin, Lara
creators_id: l.frumkin@ioe.ac.uk
title: Does increasing communication through virtual learning environments enhance student perceptions of lecturers?
ispublished: pub
divisions: B14
note: The current study was conducted in an effort to determine whether increased levels of communication using VLEs alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site was used to make determinations about quality and quantity of communication. Two types of classrooms were evaluated: 1) a control condition in which the lecturer did not alter any communication aspect of the module, and 2) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition. Article peer refereed
date: 2006-10
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: International Education Journal
volume: 7
number: 5
pagerange: 688-698
pages: 11
refereed: TRUE
issn: 1443-1475
citation:        Frumkin, Lara;      (2006)    Does increasing communication through virtual learning environments enhance student perceptions of lecturers?                   International Education Journal , 7  (5)   pp. 688-698.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10004135/1/Frumkin2006Does688.pdf