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Supporting Engagement in Asynchronous
Education
April 1, 2003
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BibTex
Authors

Scott Counts

Jonathan Grudin
Publication Type
Inproceedings
Publisher
Association for Computing Machinery, Inc.
Copyright © 2004 by the Association for Computing Machinery, Inc. Permission to make
digital or hard copies of part or all of this work for personal or classroom use is granted without
fee provided that copies are not made or distributed for profit or commercial advantage and that
copies bear this notice and the full citation on the first page. Copyrights for components of this
work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy
otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific
permission and/or a fee. Request permissions from Publications Dept, ACM Inc., fax +1 (212)
869-0481, or permissions@acm.org. The definitive version of this paper can be found at
ACM’s Digital Library –http://www.acm.org/dl/.
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Abstract
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Related Info
Abstract
A key challenge for software that supports asynchronous distance education is to engage and
guide students who are not interacting in real-time. We describe a first study of two approaches
to adding interactive exercises to the viewing of videotaped lectures. We found individual
differences, but a surprising tendency to prefer more intrusive exercises. We conclude with
possible next steps.
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