267+Kiriakidis

First Online Course Experiences of Graduates in Instructor to Learner Asynchronous Discourse || Peter Kiriakidis, 1387909 ONTARIO INC, ON, Canada, panto@primus.ca || This study was grounded on the assumptions that Instructor and Learners Discourse (ILD) in Threaded Discussions (TDs) in online courses is of great importance to learners taking their first online course and that there is a correlation between instructor and learners discourse. This study recognized the importance of ILD for learners taking their first online courses and the vitality of the online learning institution. A quantitative path analysis, content analysis, and course evaluation surveys were used to conduct this study. Quantitative path analysis procedures were used to examine the direct hypothesized relationship between the extent of both instructor and learner discourse. Content analysis procedures were used to quantify ILD. A course evaluation survey included one open-ended question on discourse and provided further insight toward the nature of the quantitatively measured hypothesized relationship. The findings of this study suggest that there is a direct relationship between instructor and learner discourse in online courses. This relationship was of practical and statistical significance. The findings of this study suggest that ILD is of great importance to learners taking their first online course. Online administrators should expect instructors to facilitate ILD that is interactive, supportive, enjoyable, timely, helpful, encouraging, motivating, interesting, and engaging. || Paper Forum Paper All ||
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