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    Dimensions of Online Behavior: Implications for Engineering E-Learning

    Access Status
    Fulltext not available
    Authors
    Johnson, Genevieve
    Johnson, J.
    Date
    2010
    Type
    Book Chapter
    
    Metadata
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    Citation
    Johnson, Genevieve Marie and Johnson, Julia Ann. 2010. Dimensions of Online Behavior: Implications for Engineering E-Learning, in Iskander, M. and Kapila, and Karim, M.A. (ed), Technological Developments in Education and Automation. pp. 61-66. Netherlands: Springer.
    Source Title
    Technological Developments in Education and Automation
    ISBN
    9789048136551
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/37086
    Collection
    • Curtin Research Publications
    Abstract

    E-learning occurs as a function of instructional applications of Internet technologies in conjunction with a range of student intellectual and personal characteristics. E-students vary in terms of their patterns of online behavior, defined as organized (e.g., web search) and disorganized (e.g., browse) interactions with both human (e.g., chat) and nonhuman (e.g., database) elements in online environments. Online behavior is conceptualized in terms of the dimensions of sociability (human connection motives), utility (efficiency orientation), and reciprocity (the need for cognitive stimulation and active involvement when using the Internet). Eight individuals from various disciplines completed the Brief Test of Online Behavior and received scores on the three dimensions of online behavior. Although variation was apparent, the professional engineer was not distinguished by his scores on sociability, utility, or reciprocity, suggesting that all three dimensions of student online behavior should be considered in e-learning pedagogy.

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