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%% This BibTeX bibliography file was created using BibDesk.
%% http://bibdesk.sourceforge.net/
%% Created for Inge Koch at 2015-10-28 18:16:35 +0100
%% Saved with string encoding Unicode (UTF-8)
@article{crossleyonline,
Author = {Crossley, Antony and Starauschek, Erich},
Date-Added = {2015-10-25 11:07:15 +0000},
Date-Modified = {2015-10-25 11:07:53 +0000},
Keywords = {Modul2Aufgabe1},
Title = {Online-Hausaufgaben im Physikunterricht},
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@article{hohenberg2009erfolgreiches,
Author = {Hohenberg, Gregor},
Date-Added = {2015-10-25 11:01:22 +0000},
Date-Modified = {2015-10-25 11:02:18 +0000},
Journal = {GMS Z Med Ausbild},
Keywords = {Modul2Aufgabe1},
Pages = {4},
Title = {Erfolgreiches Lernen in einem Blended Learning-Szenario im Vergleich mit der Pr{\"a}senzausbildung-am Beispiel einer MTA-Ausbildung der Fachrichtung Radiologie Successful learning in a blended learning scenario in comparison with face-to-face instruction-illustrated by the example of the training of medical technical assistants specialising in radiology},
Volume = {26},
Year = {2009},
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@book{luhmann2013r,
Author = {Luhmann, Maike},
Date-Added = {2015-10-20 20:57:39 +0000},
Date-Modified = {2015-10-20 20:59:01 +0000},
Keywords = {Statistik},
Publisher = {Beltz},
Title = {R f{\"u}r Einsteiger: Einf{\"u}hrung in die Statistiksoftware f{\"u}r die Sozialwissenschaften. Mit Online-Materialien},
Year = {2013},
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@book{behr2014einfuhrung,
Author = {Behr, Andreas and P{\"o}tter, Ulrich},
Date-Added = {2015-10-20 20:27:51 +0000},
Date-Modified = {2015-10-20 20:28:35 +0000},
Keywords = {Statistik},
Publisher = {Vahlen},
Title = {Einf{\"u}hrung in die Statistik mit R},
Year = {2014},
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@book{wollschlager2015grundlagen,
Author = {Wollschl{\"a}ger, Daniel},
Date-Added = {2015-10-18 16:24:03 +0000},
Date-Modified = {2015-10-18 16:24:35 +0000},
Keywords = {Statistik},
Publisher = {Springer-Verlag},
Title = {Grundlagen der Datenanalyse mit R: eine anwendungsorientierte Einf{\"u}hrung},
Year = {2015},
Bdsk-File-1 = {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}}
@article{sussman2010comparing,
Author = {Sussman, Stephen and Dutter, Lee},
Date-Added = {2015-10-16 19:38:56 +0000},
Date-Modified = {2015-10-16 19:40:13 +0000},
Journal = {Online Journal of Distance Learning Administration},
Keywords = {Modul2Aufgabe1},
Number = {4},
Pages = {6--11},
Publisher = {State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118},
Title = {Comparing student learning outcomes in face-to-face and online course delivery},
Volume = {13},
Year = {2010},
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@article{edwards2013comparison,
Author = {Edwards, Clayton M and Rule, Audrey C and Boody, Robert M},
Date-Added = {2015-10-16 19:29:48 +0000},
Date-Modified = {2015-10-16 19:30:15 +0000},
Journal = {Journal of Computers in Mathematics and Science Teaching},
Keywords = {Modul2Aufgabe1},
Number = {1},
Pages = {25--47},
Title = {Comparison of face-to-face and online mathematics learning of sixth graders},
Volume = {32},
Year = {2013},
Bdsk-File-1 = {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}}
@article{connor2000making,
Author = {Connor-Greene, Patricia A},
Date-Added = {2015-09-06 13:49:58 +0000},
Date-Modified = {2015-09-06 13:49:58 +0000},
Journal = {Teaching of Psychology},
Number = {1},
Pages = {44--46},
Publisher = {Taylor \& Francis},
Title = {Making connections: Evaluating the effectiveness of journal writing in enhancing student learning},
Volume = {27},
Year = {2000}}
@misc{readProf,
Author = {Biswas, Asit K. and Kirchherr, Julian},
Date-Added = {2015-09-06 13:26:09 +0000},
Date-Modified = {2015-09-06 13:31:16 +0000},
Note = {Aufgerufen am: 05.09.2015},
Title = {Prof, no one is reading you},
Url = {http://www.straitstimes.com/opinion/prof-no-one-is-reading-you},
Year = {2015},
Bdsk-Url-1 = {http://www.straitstimes.com/opinion/prof-no-one-is-reading-you}}
@book{boker2013statistikubungen,
Author = {B{\"o}ker, Fred and Sperlich, Stefan and Zucchini, Walter},
Date-Added = {2015-09-05 11:26:33 +0000},
Date-Modified = {2015-10-18 16:26:53 +0000},
Keywords = {Statistik},
Publisher = {Springer-Verlag},
Title = {Statistik{\"u}bungen f{\"u}r Bachelor-und Masterstudenten: ein Arbeitsbuch mit einer Einf{\"u}hrung in R},
Year = {2013},
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@article{nuckles2004use,
Author = {N{\"u}ckles*, Matthias and Schwonke, Rolf and Berthold, Kirsten and Renkl, Alexander},
Date-Added = {2015-09-02 11:23:26 +0000},
Date-Modified = {2015-09-02 11:23:26 +0000},
Journal = {Journal of Educational Media},
Number = {1},
Pages = {49--66},
Publisher = {Taylor \& Francis},
Title = {The use of public learning diaries in blended learning},
Volume = {29},
Year = {2004},
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@article{nuckles2010selbstreguliert,
Author = {N{\"u}ckles, Matthias and H{\"u}bner, Sandra and Glogger, Inga and Holz{\"a}pfel, Lars and Schwonke, Rolf and Renkl, Alexander},
Date-Added = {2015-09-02 10:51:45 +0000},
Date-Modified = {2015-09-06 14:08:47 +0000},
Journal = {Lerntagebuch und Portfolio aus empirischer Sicht. Landau: Verlag Empirische P{\"a}dagogik},
Title = {Selbstreguliert lernen durch {S}chreiben von {L}erntageb{\"u}chern},
Year = {2010}}
@misc{Goldstandard,
Author = {Alexander Hensel},
Date-Added = {2015-09-01 10:30:51 +0000},
Date-Modified = {2015-09-06 14:04:16 +0000},
Keywords = {Blog},
Note = {Abgerufen am: 28.08.2015},
Title = {Noch lange nicht der \glqq {G}oldstandard\grqq{}},
Url = {http://www.demokratie-goettingen.de/blog/noch-lange-nicht-der-goldstandard},
Year = {2012},
Bdsk-Url-1 = {http://www.demokratie-goettingen.de/blog/noch-lange-nicht-der-goldstandard}}
@misc{Graf2012,
Author = {Klaus Graf},
Date-Added = {2015-09-01 10:08:36 +0000},
Date-Modified = {2015-09-06 14:08:47 +0000},
Keywords = {Blog},
Note = {Abgerufen am: 01.09.2015},
Title = {Wissenschaftsbloggen in {A}rchivalia \& {C}o},
Url = {http://redaktionsblog.hypotheses.org/392},
Year = {2012},
Bdsk-Url-1 = {http://redaktionsblog.hypotheses.org/392}}
@misc{BlogPusch,
Author = {Cornelius Puschmann},
Date-Added = {2015-09-01 07:47:39 +0000},
Date-Modified = {2015-09-06 14:07:07 +0000},
Keywords = {Blog},
Month = {Januar},
Note = {Abgerufen am: 01.09.2015},
Title = {Was ist ein {W}issenschaftsblog?},
Url = {http://redaktionsblog.hypotheses.org/208},
Year = {2012},
Bdsk-Url-1 = {http://redaktionsblog.hypotheses.org/208}}
@misc{wiki:xxx,
Author = {Wikipedia},
Date-Added = {2015-09-01 06:23:54 +0000},
Date-Modified = {2015-09-06 14:08:29 +0000},
Keywords = {Blog},
Note = {Aufgerufen am: 1. September 2015},
Title = {Blog --- {W}ikipedia{,} {D}ie freie {E}nzyklop{\"a}die},
Url = {https://de.wikipedia.org/w/index.php?title=Blog&oldid=145232976},
Year = {2015},
Bdsk-Url-1 = {https://de.wikipedia.org/w/index.php?title=Blog&oldid=145232976}}
@article{moher2009preferred,
Author = {Moher, David and Liberati, Alessandro and Tetzlaff, Jennifer and Altman, Douglas G},
Date-Added = {2015-08-28 10:40:00 +0000},
Date-Modified = {2015-08-28 10:40:00 +0000},
Journal = {Annals of internal medicine},
Number = {4},
Pages = {264--269},
Publisher = {Am Coll Physicians},
Title = {Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement},
Volume = {151},
Year = {2009}}
@book{glaser2010lerntagebuch,
Author = {Gl{\"a}ser-Zikuda, Michaela},
Date-Added = {2015-08-20 08:41:08 +0000},
Date-Modified = {2015-08-20 08:41:08 +0000},
Publisher = {Empirische P{\"a}dagogik eV},
Title = {Lerntagebuch und Portfolio aus empirischer Sicht},
Year = {2010}}
@article{meyer2011kontrolle,
Author = {Meyer, Torsten and Mayrberger, Kerstin and M{\"u}nte-Goussar, Stephan and Schwalbe, Christina},
Date-Added = {2015-08-20 08:40:25 +0000},
Date-Modified = {2015-09-06 14:05:20 +0000},
Journal = {Zur Ambivalenz von E-Portfolios in Bildungsprozessen. Wiesbaden: VS},
Keywords = {Blog},
Title = {Kontrolle und {S}elbstkontrolle},
Year = {2011},
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@article{fink2010eportfolio,
Author = {Fink, Matthias C},
Date-Added = {2015-08-20 08:39:34 +0000},
Date-Modified = {2015-09-01 08:10:16 +0000},
Journal = {Studien zur F{\"o}rderung von},
Keywords = {Blog},
Title = {ePortfolio und selbstreflexives Lernen},
Year = {2010}}
@article{himpsl2012portfolios,
Author = {Himpsl-Gutermann, Klaus},
Date-Added = {2015-08-20 08:38:45 +0000},
Date-Modified = {2015-09-01 08:10:16 +0000},
Journal = {Studierende im Spannungsfeld von Reflexivem Lernen und Digital Career Identity},
Keywords = {Blog},
Title = {E-Portfolios in der universit{\"a}ren Weiterbildung},
Year = {2012}}
@book{brauer2014portfolio,
Author = {Br{\"a}uer, Gerd},
Date-Added = {2015-08-20 08:37:58 +0000},
Date-Modified = {2015-09-01 08:10:16 +0000},
Keywords = {Blog},
Publisher = {UTB},
Title = {Das Portfolio als Reflexionsmedium f{\"u}r Lehrende und Studierende},
Volume = {4141},
Year = {2014}}
@book{brophy2013motivating,
Author = {Brophy, Jere E},
Date-Added = {2015-08-19 16:29:10 +0000},
Date-Modified = {2015-08-19 16:29:10 +0000},
Publisher = {Routledge},
Title = {Motivating students to learn},
Year = {2013}}
@book{herring2013pragmatics,
Author = {Herring, Susan and Stein, Dieter and Virtanen, Tuija},
Date-Added = {2015-08-17 13:19:35 +0000},
Date-Modified = {2015-08-17 13:19:35 +0000},
Publisher = {Walter de Gruyter},
Title = {Pragmatics of computer-mediated communication},
Volume = {9},
Year = {2013},
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@inproceedings{askun2007web,
Author = {Askun, Cengiz S},
Booktitle = {World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education},
Date-Added = {2015-08-17 12:24:28 +0000},
Date-Modified = {2015-08-17 12:24:28 +0000},
Number = {1},
Pages = {2308--2315},
Title = {Web-based forums: Effects of their use on students' success},
Volume = {2007},
Year = {2007},
Bdsk-File-1 = {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}}
@article{LavooNewli20035v,
Abstract = { A major concern for many educators appears to be that there is an inherent reduction in the type and level of interaction between the instructor and students in web-based and web-enhanced courses. This assumption, however, does not appear to be based on any empirical, experiential, or significant anecdotal evidence. In fact, this view entirely ignores a fundamental aspect of web instruction: Computer Mediated Communication (CMC). In our experience, the effective use of CMC has resulted in an increase, not a decrease, in student-student and instructor-student interactivity.
In this article we explore the different forms and potential applications of CMC for web-based and web-enhanced courses. Further, based on our experiences with three different web courses (Research Methods in Psychology, Statistical Methods in Psychology and Basic Learning Processes) taught repeatedly over the last five years, we address the effectiveness of different CMC forms for attaining specific goals. },
Address = {Norfolk, VA},
Author = {Maria J. Lavooy and Michael H. Newlin},
Date-Added = {2015-08-17 12:07:42 +0000},
Date-Modified = {2015-08-17 13:25:28 +0000},
Issn = {1093-023X},
Journal = {Journal of Interactive Learning Research},
Month = {April},
Number = {2},
Pages = {157--165},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Computer Mediated Communication: Online Instruction and Interactivity},
Volume = {14},
Year = {2003},
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Bdsk-Url-1 = {http://www.editlib.org/p/14467}}
@article{vote2011,
Author = {O'Connor, D and Green, S and Higgins, JP},
Date-Added = {2015-08-14 17:12:56 +0000},
Date-Modified = {2015-08-14 17:16:19 +0000},
Journal = {Cochrane Handbook for Systematic Reviews of Interventions.},
Note = {Abgerufen am 12.08.2015},
Title = {Use of vote counting for meta-analysis},
Url = {http://handbook.cochrane.org/chapter_9/9_4_11_use_of_vote_counting_for_meta_analysis.htm},
Year = {2011},
Bdsk-Url-1 = {http://handbook.cochrane.org/chapter_9/9_4_11_use_of_vote_counting_for_meta_analysis.htm}}
@article{sussman2000sex,
Author = {SUSSMAN, NM and TYSON, DH},
Date-Added = {2015-08-14 15:35:36 +0000},
Date-Modified = {2015-08-14 15:35:36 +0000},
Journal = {Computers in human behavior},
Number = {4},
Pages = {381--394},
Publisher = {Elsevier},
Title = {Sex and power: gender differences in computer-mediated interactions},
Volume = {16},
Year = {2000}}
@misc{prisma,
Date-Added = {2015-08-13 16:01:24 +0000},
Date-Modified = {2015-09-06 07:52:35 +0000},
Lastchecked = {13.08.2015},
Note = {Abgerufen am 12.08.2015},
Title = {PRISMA-Statements},
Url = {http://www.prisma-statement.org/2.1.2%20-%20PRISMA%202009%20Checklist.pdf},
Year = {2009},
Bdsk-Url-1 = {http://www.prisma-statement.org/2.1.2%20-%20PRISMA%202009%20Checklist.pdf}}
@article{o5defining,
Author = {O'Connor, D and Green, S and Higgins, JP},
Date-Added = {2015-08-13 15:32:29 +0000},
Date-Modified = {2015-08-13 19:53:39 +0000},
Journal = {Cochrane Handbook for Systematic Reviews of Interventions.},
Note = {Abgerufen am 12.08.2015},
Title = {Defining the review question and developing criteria for including studies. Chapter 5},
Url = {http://handbook.cochrane.org/chapter_5/5_defining_the_review_question_and_developing_criteria_for.htm},
Year = {2011},
Bdsk-Url-1 = {http://handbook.cochrane.org/chapter_5/5_defining_the_review_question_and_developing_criteria_for.htm}}
@article{selfe1991testing,
Author = {Selfe, Cynthia L and Meyer, Paul R},
Date-Added = {2015-08-13 09:13:22 +0000},
Date-Modified = {2015-08-13 09:13:22 +0000},
Journal = {Written communication},
Number = {2},
Pages = {163--192},
Publisher = {Sage Publications},
Title = {Testing claims for on-line conferences},
Volume = {8},
Year = {1991}}
@article{seman2012teaching,
Author = {Seman, Sharidatul Akma Abu and Rashid, Wan Edura Wan and Nasir, Hazira Mohd},
Date-Added = {2015-08-13 07:51:18 +0000},
Date-Modified = {2015-08-19 12:21:25 +0000},
Journal = {Procedia-Social and Behavioral Sciences},
Keywords = {Portfolio},
Pages = {974--979},
Publisher = {Elsevier},
Title = {E-teaching Portfolio Implementation using Mahara Open Source Management System},
Volume = {65},
Year = {2012},
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@inproceedings{Li200545,
Abstract = { The purpose of this review paper is to conduct an extensive meta-analysis of the empirical literature on gender difference in the use of computer-mediated communication (CMC). Specifically, the questions that this research addresses are: 1) Are there gender differences in people's behaviors in relation to CMC? If yes, to what extent? 2) What study features moderate the gender effects on the outcomes in a CMC environment? In this paper, 321 independent effect sizes were extracted from 50 studies involving a total of 63,889 users exploring the gender difference in the use of CMC. The results of this study show that just like in face-to-face environments, gender related stereotypical patterns do exist in virtual environments. (Contains 5 tables.) },
Author = {Qing Li},
Booktitle = {Annual Meeting of the American Educational Research Association 2005},
Date-Added = {2015-08-12 19:23:48 +0000},
Date-Modified = {2015-08-17 13:26:19 +0000},
Month = {April},
Title = {Computer-Mediated Communication and Gender Difference: A Meta-Analysis},
Year = {2005},
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Bdsk-Url-1 = {http://www.editlib.org/p/63653}}
@book{bischoff2006mitsprache,
Author = {Bischoff, Doerte and Wagner-Egelhaaf, Martina},
Date-Added = {2015-08-12 16:26:45 +0000},
Date-Modified = {2015-08-12 16:26:45 +0000},
Number = {226},
Publisher = {Winter},
Title = {Mitsprache, Rederecht, Stimmgewalt: genderkritische Strategien und Transformationen der Rhetorik},
Year = {2006}}
@article{bunz2007perceived,
Author = {Bunz, Ulla and Curry, Carey and Voon, William},
Date-Added = {2015-08-12 14:50:36 +0000},
Date-Modified = {2015-08-12 14:50:36 +0000},
Journal = {Computers in Human Behavior},
Number = {5},
Pages = {2321--2344},
Publisher = {Elsevier},
Title = {Perceived versus actual computer-email-web fluency},
Volume = {23},
Year = {2007},
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@article{li2007gender,
Author = {Li, Nai and Kirkup, Gill},
Date-Added = {2015-08-12 14:44:19 +0000},
Date-Modified = {2015-08-12 14:44:19 +0000},
Journal = {Computers \& Education},
Number = {2},
Pages = {301--317},
Publisher = {Elsevier},
Title = {Gender and cultural differences in Internet use: A study of China and the UK},
Volume = {48},
Year = {2007},
Bdsk-File-1 = {YnBsaXN0MDDUAQIDBAUGJCVYJHZlcnNpb25YJG9iamVjdHNZJGFyY2hpdmVyVCR0b3ASAAGGoKgHCBMUFRYaIVUkbnVsbNMJCgsMDxJXTlMua2V5c1pOUy5vYmplY3RzViRjbGFzc6INDoACgAOiEBGABIAFgAdccmVsYXRpdmVQYXRoWWFsaWFzRGF0YV8QIi4uL0NpdGF0aW9ucy9nZW5kZXJpbnRlcm5ldHVzZS5wZGbSFwsYGVdOUy5kYXRhTxEBnAAAAAABnAACAAAHSW5nZXNGRAAAAAAAAAAAAAAAAAAAAAAAAAAAzuXxe0grAAAAyEp0FWdlbmRlcmludGVybmV0dXNlLnBkZgAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAEaGjXKzeAmAAAAAAAAAAAAAQACAAAJIAAAAAAAAAAAAAAAAAAAAAlDaXRhdGlvbnMAABAACAAAzuXjawAAABEACAAAys3EBgAAAAEAEADISnQABoQwAAYikAACZEQAAgA+SW5nZXNGRDpVc2VyczoAaU5nZToARHJvcGJveDoAQ2l0YXRpb25zOgBnZW5kZXJpbnRlcm5ldHVzZS5wZGYADgAsABUAZwBlAG4AZABlAHIAaQBuAHQAZQByAG4AZQB0AHUAcwBlAC4AcABkAGYADwAQAAcASQBuAGcAZQBzAEYARAASADJVc2Vycy9pTmdlL0Ryb3Bib3gvQ2l0YXRpb25zL2dlbmRlcmludGVybmV0dXNlLnBkZgATAAEvAAAVAAIAC///AACABtIbHB0eWiRjbGFzc25hbWVYJGNsYXNzZXNdTlNNdXRhYmxlRGF0YaMdHyBWTlNEYXRhWE5TT2JqZWN00hscIiNcTlNEaWN0aW9uYXJ5oiIgXxAPTlNLZXllZEFyY2hpdmVy0SYnVHJvb3SAAQAIABEAGgAjAC0AMgA3AEAARgBNAFUAYABnAGoAbABuAHEAcwB1AHcAhACOALMAuADAAmACYgJnAnICewKJAo0ClAKdAqICrwKyAsQCxwLMAAAAAAAAAgEAAAAAAAAAKAAAAAAAAAAAAAAAAAAAAs4=}}
@incollection{kaye1992learning,
Author = {Kaye, Anthony},
Booktitle = {Collaborative learning through computer conferencing},
Date-Added = {2015-08-11 18:59:15 +0000},
Date-Modified = {2015-08-11 18:59:15 +0000},
Pages = {1--24},
Publisher = {Springer},
Title = {Learning together apart},
Year = {1992}}
@article{machtmes2000meta,
Author = {Machtmes, Krisanna and Asher, J William},
Date-Added = {2015-08-11 12:24:28 +0000},
Date-Modified = {2015-08-11 12:24:28 +0000},
Journal = {American Journal of Distance Education},
Number = {1},
Pages = {27--46},
Publisher = {Taylor \& Francis},
Title = {A meta-analysis of the effectiveness of telecourses in distance education},
Volume = {14},
Year = {2000}}
@article{cavanaugh1999effectiveness,
Author = {Cavanaugh, Catherine S},
Date-Added = {2015-08-11 12:21:01 +0000},
Date-Modified = {2015-08-11 12:21:01 +0000},
Publisher = {ERIC},
Title = {The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis.},
Year = {1999},
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@article{fennema1978sex,
Author = {Fennema, Elizabeth H and Sherman, Julia A},
Date-Added = {2015-08-11 12:10:21 +0000},
Date-Modified = {2015-08-11 12:10:21 +0000},
Journal = {Journal for Research in Mathematics Education},
Pages = {189--203},
Publisher = {JSTOR},
Title = {Sex-related differences in mathematics achievement and related factors: A further study},
Year = {1978}}
@book{american1998gender,
Author = {American Association of University Women. Educational Foundation and American Institutes for Research},
Date-Added = {2015-08-11 12:03:32 +0000},
Date-Modified = {2015-08-11 12:03:32 +0000},
Publisher = {American Association of University Women Educational Foundation},
Title = {Gender gaps: where schools still fail our children},
Year = {1998}}
@article{wagner2015s,
Author = {Wagner, Claudia and Garcia, David and Jadidi, Mohsen and Strohmaier, Markus},
Date-Added = {2015-08-09 14:51:18 +0000},
Date-Modified = {2015-08-09 14:51:18 +0000},
Journal = {arXiv preprint arXiv:1501.06307},
Title = {It's a Man's Wikipedia? Assessing Gender Inequality in an Online Encyclopedia},
Year = {2015},
Bdsk-File-1 = {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}}
@article{mannoderfrau,
Author = {Sabrina Greifenhofer},
Date-Added = {2015-08-09 12:15:09 +0000},
Date-Modified = {2015-08-09 13:22:19 +0000},
Journal = {Zeit online},
Note = {Abgerufen am: 05.08.2015},
Title = {Geschlecht: {Sind} Sie {Mann} oder {Frau}?},
Url = {http://www.zeit.de/community/2015-06/leserkommentare-kommunikation-mann-frau},
Year = {2015},
Bdsk-Url-1 = {http://www.zeit.de/community/2015-06/leserkommentare-kommunikation-mann-frau}}
@book{thurlow2004computer,
Author = {Thurlow, Crispin and Lengel, Laura and Tomic, Alice},
Date-Added = {2015-05-31 12:08:57 +0000},
Date-Modified = {2015-05-31 12:08:57 +0000},
Publisher = {Sage},
Title = {Computer mediated communication},
Year = {2004}}
@article{herring2000gender,
Author = {Herring, Susan C},
Date-Added = {2015-05-31 06:22:52 +0000},
Date-Modified = {2015-05-31 06:22:52 +0000},
Journal = {Computer Professionals for Social Responsibility Journal},
Number = {1},
Title = {Gender differences in CMC: Findings and implications},
Volume = {18},
Year = {2000},
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@article{blum1999gender,
Author = {Blum, Kimberly Dawn},
Date-Added = {2015-05-31 06:17:57 +0000},
Date-Modified = {2015-05-31 06:17:57 +0000},
Journal = {Journal of Asynchronous Learning Networks},
Number = {1},
Pages = {46--66},
Title = {Gender differences in asynchronous learning in higher education: Learning styles, participation barriers and communication patterns},
Volume = {3},
Year = {1999}}
@article{johnson2011internet,
Author = {Johnson, Genevieve Marie},
Date-Added = {2015-05-31 04:21:14 +0000},
Date-Modified = {2015-05-31 04:21:14 +0000},
Journal = {Journal of Interactive Online Learning},
Number = {2},
Pages = {64--76},
Publisher = {University of Alabama. 152 Rose Administration, PO Box 870104, Tuscaloosa, AL 35487. Web site: http://www. ncolr. org/jiol},
Title = {Internet activities and developmental predictors: Gender differences among digital natives},
Volume = {10},
Year = {2011},
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@article{li2002gender,
Author = {Li, Qing},
Date-Added = {2015-05-26 19:45:52 +0000},
Date-Modified = {2015-05-27 18:10:53 +0000},
Journal = {Journal of computers in mathematics and science teaching},
Keywords = {Gender, Quantitaet, Studenten},
Number = {4},
Pages = {341--359},
Title = {Gender and computer-mediated communication: An exploration of elementary students' mathematics and science learning},
Volume = {21},
Year = {2002},
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@article{prinsen2007gender,
Author = {Prinsen, Fleur Ruth and Volman, MLL and Terwel, Jan},
Date-Added = {2015-05-26 16:19:46 +0000},
Date-Modified = {2015-05-26 16:19:46 +0000},
Journal = {Journal of Computer Assisted Learning},
Number = {5},
Pages = {393--409},
Publisher = {Wiley Online Library},
Title = {Gender-related differences in computer-mediated communication and computer-supported collaborative learning},
Volume = {23},
Year = {2007},
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@misc{:2015,
Date-Added = {2015-05-26 15:43:01 +0000},
Date-Modified = {2015-05-26 15:43:01 +0000},
Institution = {Wikipedia contributors},
Journal = {Computer-mediated_communication},
Year = {2015},
Bdsk-Url-1 = {http://en.wikipedia.org/w/index.php?title=Computer-mediated_communication&oldid=663827542}}
@book{mcquail2010mcquail,
Author = {McQuail, Denis},
Date-Added = {2015-05-26 15:25:32 +0000},
Date-Modified = {2015-05-26 15:25:32 +0000},
Publisher = {Sage publications},
Title = {McQuail's mass communication theory},
Year = {2010}}
@book{cite-key,
Date-Added = {2015-05-22 17:26:04 +0000},
Date-Modified = {2015-05-27 18:03:29 +0000}}
@article{blau2012personality,
Author = {Blau, Ina and Barak, Azy},
Date-Added = {2015-05-21 05:56:22 +0000},
Date-Modified = {2015-05-21 06:00:35 +0000},
Journal = {Educational Technology \& Society},
Keywords = {Gender, Quantitaet},
Number = {2},
Pages = {12--24},
Title = {How do personality, synchronous media, and discussion topic affect participation?},
Volume = {15},
Year = {2012},
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@article{caspi2008participation,
Author = {Caspi, Avner and Chajut, Eran and Saporta, Kelly},
Date-Added = {2015-05-20 16:31:38 +0000},
Date-Modified = {2015-05-27 18:06:05 +0000},
Journal = {Computers \& Education},
Keywords = {Gender, Google, Quantitaet, Studenten},
Number = {3},
Pages = {718--724},
Publisher = {Elsevier},
Title = {Participation in class and in online discussions: Gender differences},
Volume = {50},
Year = {2008},
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@article{savicki2000computer,
Author = {Savicki, Victor and Kelley, Merle},
Date-Added = {2015-05-20 16:26:22 +0000},
Date-Modified = {2015-05-20 16:26:46 +0000},
Journal = {CyberPsychology \& Behavior},
Keywords = {Gender, Google, OhneVolltext},
Number = {5},
Pages = {817--826},
Publisher = {Mary Ann Liebert, Inc.},
Title = {Computer mediated communication: Gender and group composition},
Volume = {3},
Year = {2000}}
@article{lin2009computer,
Author = {Lin, ShinYi and Overbaugh, Richard C},
Date-Added = {2015-05-20 16:22:33 +0000},
Date-Modified = {2015-05-20 16:23:31 +0000},
Journal = {British Journal of Educational Technology},
Keywords = {Gender, Google},
Number = {6},
Pages = {999--1013},
Publisher = {Wiley Online Library},
Title = {Computer-mediated discussion, self-efficacy and gender},
Volume = {40},
Year = {2009},
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@article{herring1994gender,
Author = {Herring, Susan},
Date-Added = {2015-05-20 16:18:05 +0000},
Date-Modified = {2015-05-20 16:20:58 +0000},
Journal = {Retrieved April},
Keywords = {Gender, Google},
Pages = {2002},
Title = {Gender differences in computer-mediated communication: Bringing familiar baggage to the new frontier},
Volume = {29},
Year = {1994},
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@article{gunn2003dominant,
Author = {Gunn, Cathy and McSporran, Mae and Macleod, Hamish and French, Sheila},
Date-Added = {2015-05-20 16:11:48 +0000},
Date-Modified = {2015-05-20 16:14:31 +0000},
Journal = {Journal of Asynchronous Learning Networks},
Keywords = {Gender, Google},
Number = {1},
Pages = {14--30},
Title = {Dominant or different: Gender issues in computer supported learning},
Volume = {7},
Year = {2003},
Bdsk-File-1 = {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}}
@inproceedings{Hartsell2004yc,
Abstract = { One question that arises concerning online communication is whether the gender of the student has a contributing factor toward learning success. Many have voiced that the Internet is a more neutral playing field for both men and women to enjoy, and thus, should be taken seriously to create these opportunities for engagement. This paper reports upon a preliminary descriptive study that was conducted during the fall 2003 semester with an online course that involved heavy participation in discussion threads to examine whether gender differences existed in online communication. An overview of the study will be discussed first along with supporting literature. The paper will then report upon the results of the study. Finally, the study will discuss the implications and recommendations for online instructors who are teaching diversified student populations, particularly those courses that have an even distribution of women and men. },
Address = {Washington, DC, USA},
Author = {Taralynn Hartsell},
Booktitle = {Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004},
Date-Added = {2015-05-20 15:55:42 +0000},
Date-Modified = {2015-08-17 13:24:46 +0000},
Editor = {Janice Nall and Robby Robson},
Keywords = {Gender, Quantitaet, Studenten},
Pages = {1921--1926},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Look Who's Talking: A Descriptive Analysis of Gender and Online Communication.},
Year = {2004},
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Bdsk-Url-1 = {http://www.editlib.org/p/11604}}
@article{Machado2011f0,
Abstract = { The widespread use of innovative web-based technology in recent years has led to significant changes in the way students learn, communicate, and interact with one another. This exploratory single subject Scholarship of Teaching and Learning (SoTL) study, conducted in a hybrid graduate course, was designed to determine if web-based tools like Discussion Board and Weblogs afforded pedagogical benefits, and if these benefits extended equally to both males and females in the classroom. Also, it was used to code a total of 1,373 Discussion Board posts and 109 Weblog posts. Some interesting gender-related patterns were found. The findings, though not generalizable, are illustrative of the challenges instructors can face when experimenting with web-based technology in higher education classrooms. This study adds to the growing body of classroom research devoted to gender and online learning. (Contains 5 tables and 2 figures.) },
Author = {Crystal Machado},
Date-Added = {2015-05-20 15:51:10 +0000},
Date-Modified = {2015-08-17 13:27:18 +0000},
Issn = {1541-4914},
Journal = {Journal of Interactive Online Learning},
Keywords = {Gender, OhneVolltext},
Number = {1},
Pages = {36--48},
Title = {Gender Differences in Student Discourse on Discussion Board and Blogs: An Instructor's Quest to Create a Level Playing Field in a Hybrid Classroom},
Volume = {10},
Year = {2011},
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Bdsk-Url-1 = {http://www.editlib.org/p/109404}}
@article{DaviMorrSriw2003q0,
Abstract = { The purpose of the study was to examine how female and male students (n = 13) participate in web-based discussions in a graduate course. The focus of this examination was to analyze the interactions of a mixed gender group in chats and threaded discussions that were drawn from 4 weeks over a semester. In addition, the focus was to discover whether there were differences by gender in terms of types of substantive (directly related to the topic) and non-substantive (not directly related to content) statements made as well as in the quantity of them. In addition, the students were surveyed about their computer and Internet experience level and attitudes toward the course content, organization and delivery. Results indicated that overall students' discussions included all substantive and non-substantive categories. For males and females, the greatest amounts of statements were in responding and reacting (2 substantive categories) overall... },
Address = {Norfolk, VA},
Author = {Gayle Davidson-Shivers and Samantha Morris and Tuangrat Sriwongkol},
Date-Added = {2015-05-20 15:43:34 +0000},
Date-Modified = {2015-08-17 13:24:01 +0000},
Issn = {1537-2456},
Journal = {International Journal on E-Learning},
Keywords = {Gender, Quantitaet, Studenten},
Number = {1},
Pages = {29--36},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Gender Differences: Are They Diminished in Online Discussions?},
Volume = {2},
Year = {2003},
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Bdsk-Url-1 = {http://www.editlib.org/p/17784}}
@inproceedings{SierrWang2002i8,
Abstract = { This paper is a report on the findings of a study conducted on a graduate level online course. We used discourse analysis techniques to examine the chat transcript of texts for evidence of the relationship among gender, discourse style, and equal participation. We also conducted online observations and surveyed participants' perceptions on their online discussions. Findings from all sources do not reveal any significant gender differences in the online discussions. Respondents unanimously felt comfortable with the manners of discussion that this class demonstrated. However, the overall discourse style showed a difference. The participants used some of the interaction styles more often than others, i.e., exchanging information versus negotiation and argumentation. Instructors should intentionally encourage meaning negotiation in online discussions by engaging students in collaborative problem solving. },
Address = {Montreal, Canada},
Author = {Christina Sierra and Minjuan Wang},
Booktitle = {Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002},
Date-Added = {2015-05-20 15:40:16 +0000},
Date-Modified = {2015-05-20 15:40:30 +0000},
Editor = {Margaret Driscoll and Thomas C. Reeves},
Keywords = {Gender},
Pages = {2364--2367},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Gender, Discourse Style, and Equal Participation in Online Learning},
Url = {http://www.editlib.org/p/9728},
Year = {2002},
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Bdsk-Url-1 = {http://www.editlib.org/p/9728}}
@inproceedings{DaviMorrSriw20015r,
Abstract = { The study examined how female and male graduate students (n = 13) participated in the discussions in a web-based course by analyzing the interactions of a mixed gender group in both online chats and threaded discussions. The discussions were drawn from 4 different weeks over the semester. The purpose was to discover whether differences by gender in terms of types of substantive (that is, directly related to the topic) and non-substantive (not directly related to the content) messages existed. In addition, students were surveyed about their computer and Internet skills and their attitudes toward the course. Results indicated that overall students' discussions included the 2 main categories of substantive and non-substantive. Both males and females had the greatest amounts in the responding and reacting (2 of the substantive types) overall. Results were mixed in terms of any differences between gender in terms of the 2 main categories over the four weeks. In terms... },
Address = {Norfolk, VA},
Author = {Gayle V Davidson-Shivers and Samantha Morris and Tuangrat Sriwongkol},
Booktitle = {Proceedings of World Conference on Educational Media and Technology 2001},
Date-Added = {2015-05-20 15:30:54 +0000},
Date-Modified = {2015-05-20 15:31:06 +0000},
Editor = {Craig Montgomerie and Jarmo Viteli},
Keywords = {Gender},
Pages = {361--366},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Gender and Online Discussions: Similarities or Differences?},
Url = {http://www.editlib.org/p/15759},
Year = {2001},
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Bdsk-Url-1 = {http://www.editlib.org/p/15759}}
@inproceedings{LloydChamb2007n6,
Abstract = { Early proponents of computer-mediated communication (CMC) argued that equitable forms of communication could be achieved using online learning environments. However, subsequent feminist research into the use of CMC suggested that the same gender inequities found in face-to-face discussion in classrooms can also be observed in online educational forums. This paper examines the online discussion forum of a postgraduate course in order to investigate whether the interactions occurring there demonstrate the gendered characteristics noted elsewhere in communications research. Analysis of forum data utilised a mixed-method approach and initial findings were used to inform the selection of cases for interview regarding their experience of communicating in the forum. The paper considers possible social and educational reasons why this forum may differ from those previously studied, and suggests possible mitigating methods for achieving gender equity in this and similar contexts. },
Address = {Vancouver, Canada},
Author = {Elizabeth Lloyd and Dianne Chambers},
Booktitle = {Proceedings of World Conference on Educational Media and Technology 2007},
Date-Added = {2015-05-20 15:27:17 +0000},
Date-Modified = {2015-08-17 14:18:44 +0000},
Editor = {Craig Montgomerie and Jane Seale},
Keywords = {Gender, Quantitaet, Qualitaet, Studenten},
Month = {June},
Pages = {713--721},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Who's Talking?: An Investigation of Gender in an Online Education Discussion Forum},
Year = {2007},
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Bdsk-Url-1 = {http://www.editlib.org/p/25458}}
@phdthesis{Valenziano200887,
Abstract = { One of the strongest influences on a college student's education has been a rise in the use of computer-mediated learning environments. Pedagogy has moved from the traditional classroom to technology being integrated into almost every aspect of learning. A way in which this is often done in the college environment is through the professor incorporating a web-based discussion board into their instructional repertoire and creating hybrid courses. The conversion from traditionally taught face-to-face courses to hybrid courses can lead to learning problems, as past research has shown that there are differences in how men and women communicate and interact in online environments. Past studies on gender and interaction in online classrooms have produced conflicting results, mostly due to a reliance on self-reported data and small sample sizes... },
Author = {Laura Amy Valenziano},
Date-Added = {2015-05-20 15:22:29 +0000},
Date-Modified = {2015-05-20 15:23:50 +0000},
Keywords = {Gender, OhneVolltext},
School = {University of Illinois at Urbana-Champaign},
Title = {Relationship of gender, interaction type, and college student grades in online discussion boards},
Url = {http://www.editlib.org/p/122119},
Bdsk-Url-1 = {http://www.editlib.org/p/122119}}
@article{BostoLizhi2005i6,
Abstract = { In a large online course, students were divided into 18 asynchronous online discussion groups with different gender mixes. The number and cognitive content of student messages were analysed. Females wrote more messages than males with no difference in the cognitive quality of message content. In mixed groups, females wrote fewer messages than in all-female groups but males wrote more messages than in all-male groups. Students' characteristics and views were described by 19 variables. There were significant gender differences in 11. In multiple regression, the variables most positively related to the number of messages written per student were: a preference for discussions being online; and a high course grade. These partly explained why females wrote more messages. },
Author = {Stephen J. Bostock and Wu Lizhi},
Date-Added = {2015-05-20 15:18:33 +0000},
Date-Modified = {2015-05-20 15:19:15 +0000},
Issn = {1470-3297},
Journal = {Innovations in Education and Teaching International},
Keywords = {Gender, OhneVolltext},
Month = {February},
Number = {1},
Pages = {73--85},
Title = {Gender in Student Online Discussions},
Url = {http://www.editlib.org/p/97854},
Volume = {42},
Year = {2005},
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Bdsk-Url-1 = {http://www.editlib.org/p/97854}}
@inproceedings{DaviElliAmar2005ku,
Abstract = { This study focused on online debates and discussion in a course in which only female students were enrolled to examine whether females would engage in online debate, and if so, would their messages to each other contain traditional elements of debate (i.e., argue, elaborate, critique). The study also investigated whether these elements would be found when students shifted from debates to a discussion-type forum. Content analyses for two debates and one discussion were performed. Results indicate that women argued, provided evidence, elaborated on others' ideas and, surprisingly, critiqued others' comments. They continued to use these elements in their later discussion. The participants also acknowledged and supported others in both the debates and discussion. This may indicate that females use a different style of debate in addition to the traditional one. Only frequencies of overarching and embedded codes are shown in this proposal... },
Address = {E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education},
Author = {Gayle Davidson-Shivers and Holly Ellis and Kay Amarasing},
Booktitle = {Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005},
Date-Added = {2015-05-20 15:15:14 +0000},
Date-Modified = {2015-05-20 15:16:18 +0000},
Editor = {Griff Richards},
Keywords = {Gender},
Month = {October},
Pages = {1972--1977},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {How do female students perform in online debates and discussion?},
Url = {http://www.editlib.org/p/21486},
Year = {2005},
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Bdsk-Url-1 = {http://www.editlib.org/p/21486}}
@inproceedings{ChingHsu2015qi,
Abstract = { Audio/video discussion has been increasingly used in online courses due to its affordances to enhance online communication. However, whether learners of different characteristics can all benefit from this type discussion format has not been studied extensively. In this study, we examined whether gender plays a role in learners' preferences and perceptions on audio/video discussion. 36 graduate students in an Educational Technology program participated and their perceptions have been collected after they experienced an audio/video discussion activity. The findings show that female preferred audio/video discussion more than male did, and more females felt that audio/video discussion connected them better with their peers. The findings in this study could provide implications for sound pedagogical decisions that meet students' preferences. },
Address = {Las Vegas, NV, United States},
Author = {Yu-Hui Ching and Yu-Chang Hsu},
Booktitle = {Proceedings of Society for Information Technology \& Teacher Education International Conference 2015},
Date-Added = {2015-05-20 14:57:28 +0000},
Date-Modified = {2015-05-25 20:07:33 +0000},
Editor = {David Slykhuis and Gary Marks},
Keywords = {Gender},
Month = {March},
Pages = {229--233},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Gender Effects on Online Learners' Preferences for Discussion Modality},
Url = {http://www.editlib.org/p/149994},
Year = {2015},
Bdsk-Url-1 = {http://www.editlib.org/p/149994}}
@article{mentzer2007two,
Author = {Mentzer, Gale and Cryan, JohnRobert and Teclehaimanot, Berhane},
Date-Added = {2015-05-18 06:34:37 +0000},
Date-Modified = {2015-10-16 19:42:36 +0000},
Journal = {Journal of Technology and Teacher Education},
Keywords = {Pflicht2, Modul2Aufgabe1},
Number = {2},
Pages = {233--246},
Title = {Two peas in a pod? A comparison of face-to-face and web based classrooms},
Volume = {15},
Year = {2007},
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@article{tiene2000online,
Author = {Tiene, Drew},
Date-Added = {2015-05-18 06:17:14 +0000},
Date-Modified = {2015-05-18 06:19:29 +0000},
Journal = {Journal of Educational Multimedia and Hypermedia},
Keywords = {ZusatzPflicht2},
Number = {4},
Pages = {369--382},
Title = {Online discussions: A survey of advantages and disadvantages compared to face-to-face discussions},
Volume = {9},
Year = {2000},
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@article{schwier2013comparison,
Author = {Schwier, Richard A and Seaton, JX},
Date-Added = {2015-05-18 06:09:17 +0000},
Date-Modified = {2015-05-18 06:10:00 +0000},
Journal = {Canadian Journal of Learning and Technology},
Keywords = {Pflicht2},
Number = {1},
Pages = {n1},
Publisher = {ERIC},
Title = {A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments.},
Volume = {39},
Year = {2013}}
@article{strang2013cooperative,
Author = {Strang, Kenneth},
Date-Added = {2015-05-18 05:52:37 +0000},
Date-Modified = {2015-05-18 06:10:59 +0000},
Journal = {Journal of Interactive Learning Research},
Keywords = {Text3OnlineDiscussionParticipation, Pflicht2},
Number = {4},
Pages = {447--464},
Title = {Cooperative learning in graduate student projects: Comparing synchronous versus asynchronous collaboration},
Volume = {24},
Year = {2013},
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@article{davidson2001students,
Author = {Davidson-Shivers, Gayle V and Muilenburg, Lin Y and Tanner, Erica J},
Date-Added = {2015-05-18 05:35:00 +0000},
Date-Modified = {2015-05-18 06:10:20 +0000},
Journal = {Journal of Educational Computing Research},
Keywords = {Studie1Participationonlinediscussion, Pflicht2},
Number = {4},
Pages = {351--366},
Publisher = {Baywood},
Title = {How do students participate in synchronous and asynchronous online discussions?},
Volume = {25},
Year = {2001},
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@article{AnderSimps2004eb,
Abstract = { This study was designed to evaluate the use of asynchronous discussion in distance education in terms of student perceptions of its value for learning and for affective support. At the end of the third and sixth years of a distance delivered teacher education programme, students completed a survey to determine the extent to which the nature and characteristics of the online aspects of the programme contributed to learning and afforded affective support. Students perceived considerable value in the online interaction for both learning and support. Small groups and the whole class were seen as the dominant spaces for interaction, but there was considerable differentiation between them in terms of their contribution to affective support. The small group discussions were seen as most important for all aspects of communication but students reported non-participation by some members as a significant problem... },
Author = {Bill Anderson and Mary Simpson},
Date-Added = {2015-05-17 13:56:23 +0000},
Date-Modified = {2015-05-17 13:56:23 +0000},
Issn = {1492-3831},
Journal = {International Review of Research in Open and Distance Learning},
Month = {November},
Number = {3},
Publisher = {Athabasca University Press},
Title = {Learning and Affective Support Online in Small Group and Class Contexts},
Url = {http://www.editlib.org/p/49763},
Volume = {5},
Year = {2004},
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Bdsk-Url-1 = {http://www.editlib.org/p/49763}}
@inproceedings{DuDurrMath2007mf,
Abstract = { This study was designed to examine online group discussions from a student's perspective to determine what characteristics students identify as meaningful to their learning. Quantitative data were collected, analyzed, summarized in six tables. The overall results indicated that students preferred to have time to reflect on their discussions before having to give their answer. They also indicated that critical thinking skills and goals for course achievement were enhanced in online collaborative discussions. Students did not have a clear preference for group size whether for small groups or the entire class. Technical discussion projects were a preferred component of group discussions. Students were divided on their preferences for group work but overall preferred to work alone on online projects. Taking students' perceptions into consideration, this study provides valuable implications for instructors to help students effectively self-regulate their online discussions... },
Address = {Quebec City, Canada},
Author = {Jianxia Du and Vance Durrington and Jerry Mathews},
Booktitle = {Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007},
Date-Added = {2015-05-17 13:53:33 +0000},
Date-Modified = {2015-05-17 13:53:33 +0000},
Editor = {Theo Bastiaens and Saul Carliner},
Month = {October},
Pages = {2468--2486},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Online Collaborative Discussion: Myth or Valuable Learning Tool},
Url = {http://www.editlib.org/p/26727},
Year = {2007},
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Bdsk-Url-1 = {http://www.editlib.org/p/26727}}
@inproceedings{Posey2007j4,
Abstract = { Web-based education provides a rich environment for developing the critical-thinking skills needed for collaborative problem-solving. This study investigated the impacts of cognitive flexibility hypermedia (CFH) on quality of collaboration and critical-thinking performance during computer-supported collaborative learning (CSCL). CFH did not significantly impact CSCL outcomes. Students' critical thinking scores were stable across assignments, and evidence suggested that higher performing students may have helped to improve the critical-thinking scores of lower performing students during CSCL. Discourse analysis revealed an emphasis on integrative postings, providing evidence of critical thinking within all CSCL groups. Students reported that communications and team cohesion problems impeded CSCL. These results provide a basis for further research regarding the conditions required for successful CSCL and the relationship between critical self-reflection and collaborative problem-solving. },
Address = {Quebec City, Canada},
Author = {Laurie Posey},
Booktitle = {Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007},
Date-Added = {2015-05-17 13:36:46 +0000},
Date-Modified = {2015-05-17 13:36:46 +0000},
Editor = {Theo Bastiaens and Saul Carliner},
Month = {October},
Pages = {1770--1774},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Critical Thinking and Collaboration in Post-Secondary Online Education},
Url = {http://www.editlib.org/p/26608},
Year = {2007},
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Bdsk-Url-1 = {http://www.editlib.org/p/26608}}
@article{hellbruck2009angewandte,
Author = {Hellbr{\"u}ck, Reiner},
Date-Added = {2015-05-17 13:17:19 +0000},
Date-Modified = {2015-10-18 16:25:10 +0000},
Journal = {Wiesbaden: Gabler},
Keywords = {Statistik},
Publisher = {Springer},
Title = {Angewandte Statistik mit R},
Year = {2009},
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@inproceedings{Shenkman2011rb,
Abstract = { As online colleges continue to grow, the debate about the benefits of online classes continues. This perspective, based on personal teaching experiences, shows that when students are given a framework for thinking that assists in organizing their thinking, they are able to readily adapt to the online teaching format. The presentation of the material in the online classroom gives students a visual and hands-on experience of the organization of information. By weaving this hands-on experience with problem-solving, a framework is presented for developing a new way to think about thinking. This perspective provides college professors a template for encouraging students to use technology to develop the higher order process of critical thinking. },
Author = {Andrea Shenkman},
Booktitle = {Proceedings of TCC Worldwide Online Conference 2011},
Date-Added = {2015-05-17 13:14:07 +0000},
Date-Modified = {2015-05-17 13:14:07 +0000},
Pages = {127--131},
Publisher = {TCCHawaii},
Title = {Online Classes: Improving Critical Thinking Skills},
Url = {http://www.editlib.org/p/43751},
Year = {2011},
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@book{pandoc2013,
Author = {Michael Kofler},
Date-Added = {2015-05-17 12:51:23 +0000},
Date-Modified = {2015-05-17 12:53:34 +0000},
Editor = {kofler.ebooks},
Title = {Markdown und Pandoc},
Year = {2013},
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@inproceedings{MartMcGiSudw2013gz,
Abstract = { This paper documents the outcomes of a study that focused on identifying what motivates students to use mobile devices for learning and to engage in m-learning. An outcome of this study was to provide a better understanding of what educators should consider when adapting their course for mobile learners. The research included seven classes from three Australian universities. The students in this study used laptops or tablet PCs, and in three of the classes, these were provided by the university as part of a laptop/tablet program. The findings indicated that mobility was the key motivator for the use of laptops, and the learning tasks that students found to be most motivating involved accessing information, authoring (e.g., writing, blogging, note taking) and communication },
Author = {Romana Martin and Tanya McGill and Fay Sudweeks},
Booktitle = {Proceedings of Proceedings of the Informing Science and Information Technology Education Conference 2013},
Date-Added = {2015-05-13 16:17:03 +0000},
Date-Modified = {2015-05-13 16:17:03 +0000},
Editor = {Eli Cohen and Elizabeth Boyd},
Month = {July},
Pages = {51--67},
Publisher = {Informing Science Institute},
Title = {Learning Anywhere, Anytime: Student Motivators for M-learning},
Url = {http://www.editlib.org/p/114659},
Year = {2013},
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Bdsk-Url-1 = {http://www.editlib.org/p/114659}}
@book{reinders2011empirische,
Author = {Reinders, Heinz and Ditton, Hartmut and Gr{\"a}sel, Cornelia and Gniewosz, Burkhard},
Date-Added = {2015-05-13 16:14:08 +0000},
Date-Modified = {2015-10-25 11:03:57 +0000},
Keywords = {Statistik},
Publisher = {Springer},
Title = {Empirische Bildungsforschung},
Year = {2011},
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@inproceedings{CouseChen2008ff,
Abstract = { Computers have been found to support children's investment and motivation in learning. This study examines the role of the Tablet computer as a tool for engaging young children (3-6 yr.) and to represent their ideas. Children readily became at ease with the writing stylus and screen. While there were glitches associated with learning the new technology, children persisted without becoming frustrated. In general, they were motivated to participate, showed persistence and low frustration in interfacing with the technology. },
Address = {Las Vegas, Nevada, USA},
Author = {Leslie Couse and Dora Chen},
Booktitle = {Proceedings of Society for Information Technology & Teacher Education International Conference 2008},
Date-Added = {2015-05-13 15:56:11 +0000},
Date-Modified = {2015-05-13 15:56:11 +0000},
Editor = {Karen McFerrin and Roberta Weber and Roger Carlsen and Dee Anna Willis},
Month = {March},
Pages = {3450--3455},
Publisher = {Association for the Advancement of Computing in Education (AACE)},
Title = {Exploring the potential uses of the Tablet computer as a tool for young children to represent ideas},