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|Title:||Self-direction online through structured task activity: Is online moderation always needed?||Contributor(s):||McLoughlin, C (author); Parkes, Mitchell (author)||Publication Date:||2002||Handle Link:||https://hdl.handle.net/1959.11/850||Abstract:||A great deal of research has been conducted on the roles of online moderators and on support structures needed for successful online collaboration and productive learning. While some research indicates the need for highly structured environments with facilitation and tutor support, this case study suggests that by utilising well designed inquiry orientated tasks, students learn to self-direct their own activities. In the study presented here, the assessment of the task increased student motivation and task based interactions indicated that supportive feedback and social exchange was a characteristic feature of successful task engagement.||Publication Type:||Conference Publication||Conference Name:||ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Denver, Colorado (USA), 24-29 June, 2002||Conference Details:||ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Denver, Colorado (USA), 24-29 June, 2002||Source of Publication:||Proceedings of ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications, p. 1293-1298||Publisher:||Association for the Advancement of Computing in Education (AACE)||Place of Publication:||Denver, Colorado (USA)||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/17/11.pdf
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