1 resultado para task domains,
em QSpace: Queen's University - Canada
Filtro por publicador
- Aberystwyth University Repository - Reino Unido (7)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (4)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (10)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (8)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (10)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (4)
- Archive of European Integration (4)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (5)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (16)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (13)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (18)
- Boston University Digital Common (9)
- Brock University, Canada (14)
- Bucknell University Digital Commons - Pensilvania - USA (2)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CaltechTHESIS (4)
- Cambridge University Engineering Department Publications Database (84)
- CentAUR: Central Archive University of Reading - UK (92)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (35)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (14)
- CORA - Cork Open Research Archive - University College Cork - Ireland (1)
- Dalarna University College Electronic Archive (8)
- Deakin Research Online - Australia (135)
- Department of Computer Science E-Repository - King's College London, Strand, London (2)
- DI-fusion - The institutional repository of Université Libre de Bruxelles (4)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Diposit Digital de la UB - Universidade de Barcelona (2)
- Duke University (16)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Greenwich Academic Literature Archive - UK (4)
- Helda - Digital Repository of University of Helsinki (17)
- Indian Institute of Science - Bangalore - Índia (57)
- Instituto Politécnico do Porto, Portugal (14)
- Massachusetts Institute of Technology (5)
- Ministerio de Cultura, Spain (16)
- National Center for Biotechnology Information - NCBI (1)
- Open University Netherlands (1)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (127)
- Queensland University of Technology - ePrints Archive (125)
- Repositório Institucional da Universidade de Aveiro - Portugal (2)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (41)
- Royal College of Art Research Repository - Uninet Kingdom (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (3)
- School of Medicine, Washington University, United States (4)
- SerWisS - Server für Wissenschaftliche Schriften der Fachhochschule Hannover (1)
- Universidad del Rosario, Colombia (4)
- Universidad Politécnica de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (3)
- Universidade Federal do Pará (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (2)
- Université de Lausanne, Switzerland (6)
- Université de Montréal, Canada (11)
- University of Queensland eSpace - Australia (1)
- University of Southampton, United Kingdom (15)
- WestminsterResearch - UK (1)
Resumo:
The Interact System Model (ISM) developed by Fisher and Hawes (1971) for the analysis of face-to-face communication during small-group problem solving activities was used to study online communication. This tool proved to be of value in the analysis, but the conversation patterns reported by Fisher (1980) did not fully appear in the online environment. Participants displayed a habit of "being too polite" and not fully voicing their disagreements with ideas posed by others. Thus progress towards task completion was slow and incomplete.