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Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

Jennifer D.E. Thomas, Danielle Morin
Copyright: © 2010 |Volume: 8 |Issue: 2 |Pages: 13
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781609603823|DOI: 10.4018/jdet.2010040101
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MLA

Thomas, Jennifer D.E., and Danielle Morin. "Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills." IJDET vol.8, no.2 2010: pp.1-13. http://doi.org/10.4018/jdet.2010040101

APA

Thomas, J. D. & Morin, D. (2010). Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills. International Journal of Distance Education Technologies (IJDET), 8(2), 1-13. http://doi.org/10.4018/jdet.2010040101

Chicago

Thomas, Jennifer D.E., and Danielle Morin. "Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills," International Journal of Distance Education Technologies (IJDET) 8, no.2: 1-13. http://doi.org/10.4018/jdet.2010040101

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Abstract

This paper compares students’ perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The findings indicate that students perceived strong support for their acquisition of higher-order thinking skills and team-building skills from the offline resources, but moderate support from the online resources and technologies provided in the course, which was in opposition to the grades received. It also seems that those in the traditional computer lab setting perceived online resources as more supportive of higher-order thinking skills than those in other sections and those in the electronic classroom perceived the least support. The results were mixed for team-building skills and for offline resources support for higher-order thinking skills. In particular, distance students deemed the text and material in Blackboard less important for developing these skills than onsite students.

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