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Participation in Online Distance Learning Environments: Proxy, Sign, or a Means to an End?
Abstract
Participation is actively encouraged and promoted in online distance learning environments because it is associated with effective learning behaviors and with overall learner satisfaction. Participation is easily observed and measured; indeed, it is often seen as “making visible” underlying behaviors and dynamics at both the individual and group level. The reality, however, is that the ease with which participation can be assessed is in stark contrast with the complexity that surrounds its role in the productive distance online learning environments. This chapter explores the multiplicity of meanings, definitions, and attributions associated with participation. It attempts to make sense of this complexity, to consider a broader framework that makes a connection between participation and learning outcomes, and to examine the ways in which individual learning styles and national culture assumptions impact and mediate student participation in online learning contexts.
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