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dc.contributor.authorKüçük, Mestan
dc.contributor.authorGenç-Kumtepe, Evrim
dc.contributor.authorTaşcı, Deniz
dc.date.accessioned2019-10-21T19:43:20Z
dc.date.available2019-10-21T19:43:20Z
dc.date.issued2010
dc.identifier.issn0952-3987
dc.identifier.urihttps://dx.doi.org/10.1080/09523981003654969
dc.identifier.urihttps://hdl.handle.net/11421/19530
dc.description.abstractThis paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students' learning styles and factors influencing students' participation in asynchronous interactions in online courses. The study was carried out during the 2006-2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technicalen_US
dc.language.isoengen_US
dc.relation.isversionof10.1080/09523981003654969en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAsynchronous Interactionen_US
dc.subjectDistance Educationen_US
dc.subjectLearning Styleen_US
dc.subjectSupport Serviceen_US
dc.titleSupport services and learning styles influencing interaction in asynchronous online discussionsen_US
dc.typearticleen_US
dc.relation.journalEducational Media Internationalen_US
dc.contributor.departmentAnadolu Üniversitesi, İletişim Bilimleri Fakültesi, İletişim Tasarımı ve Yönetimi Bölümüen_US
dc.identifier.volume47en_US
dc.identifier.issue1en_US
dc.identifier.startpage39en_US
dc.identifier.endpage56en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.contributor.institutionauthorKüçük, Mestan


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