Sociological insights in structuring Australian distance education

Research output: Book chapter/Published conference paperChapter

Abstract

Sociology is well-known for analyzing institutions and social change (Holmes, Hughes & Julian, 2007). Yet, a dearth of sociological research explores technology and distance education (DE) despite imperatives to include cultural issues (Lum, 2006, Jorgensen, 2002). Meta-analysis shows social studies scholars fail to prioritize technological research (Marri, 2007). Sociologists have examined web-based instruction and anxiety levels (Gundy, Morton, Liu & Kline, 2006), flaming (Lee, 2005) and the relationship between learning environment, pedagogy, social roles, relations (Jaffee, 2003) and unintended benefits of traditional classrooms using DE (Edwards, Cordray & Dorbolo, 2000). This qualitative exploratory research looks at asynchronous forum (AF) and DE student experiences in Australia. Using social constructivism, learning is seen as praxis, or doing (Vygotsky, 1986) in contrast with ancient traditionalists' tabula rasa/'blank slate' understanding of learners waiting to be filled with knowledge (Palloff & Pratt, 2001). Case studies show how culture and learning environments affect virtual communication (VC) when all communication, student-teacher and student-student, is technologically mediated. Experiences from 4 cohorts (2005 & 2006) show how social structure facilitates variation in student perceptions' of learning, satisfaction and agency.
Original languageEnglish
Title of host publicationEncyclopedia of Information Science & Technology
Place of PublicationUnited States
PublisherInformation Science Reference
Pages3513-3519
Number of pages7
Volume5
Edition2nd ed. / 559
ISBN (Print)9781605660264
DOIs
Publication statusPublished - 2009

Fingerprint

education
learning environment
student
communication
Social Role
constructivism
social studies
social research
sociologist
social structure
learning
student teacher
qualitative research
social change
experience
sociology
instruction
anxiety
classroom

Cite this

Ragusa, A. (2009). Sociological insights in structuring Australian distance education. In Encyclopedia of Information Science & Technology (2nd ed. / 559 ed., Vol. 5, pp. 3513-3519). United States: Information Science Reference. https://doi.org/10.4018/978-1-60566-026-4.ch559
Ragusa, Angela. / Sociological insights in structuring Australian distance education. Encyclopedia of Information Science & Technology. Vol. 5 2nd ed. / 559. ed. United States : Information Science Reference, 2009. pp. 3513-3519
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Ragusa, A 2009, Sociological insights in structuring Australian distance education. in Encyclopedia of Information Science & Technology. 2nd ed. / 559 edn, vol. 5, Information Science Reference, United States, pp. 3513-3519. https://doi.org/10.4018/978-1-60566-026-4.ch559

Sociological insights in structuring Australian distance education. / Ragusa, Angela.

Encyclopedia of Information Science & Technology. Vol. 5 2nd ed. / 559. ed. United States : Information Science Reference, 2009. p. 3513-3519.

Research output: Book chapter/Published conference paperChapter

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Ragusa A. Sociological insights in structuring Australian distance education. In Encyclopedia of Information Science & Technology. 2nd ed. / 559 ed. Vol. 5. United States: Information Science Reference. 2009. p. 3513-3519 https://doi.org/10.4018/978-1-60566-026-4.ch559