Impacts of role assignment and participation in asynchronous discussions in college-level online classes

2014 ◽  
Vol 20 ◽  
pp. 10-19 ◽  
Author(s):  
Kui Xie ◽  
Chien Yu ◽  
Amy C. Bradshaw
Keyword(s):  
College Level ◽  
Online Classes ◽  
Role Assignment ◽  
Asynchronous Discussions

Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

2010 ◽  
pp. 1256-1267
Author(s):  
Hamid Nemati ◽  
Marcia Thompson
Keyword(s):  
Learning Style ◽  
Self Regulation ◽  
College Education ◽  
College Environment ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Web Based ◽  
Factors Influencing ◽  
University Setting

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed.

Factors Influencing Students Intention to Take Web-Based Courses in a College Environment

2011 ◽  
pp. 1-11
Author(s):  
Hamid Nemati ◽  
Marcia Thompson
Keyword(s):  
Learning Style ◽  
Self Regulation ◽  
College Education ◽  
College Environment ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Web Based ◽  
Factors Influencing ◽  
University Setting

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed. [Article copies are available for purchase from InfoSci-on-Demand.com]

Designing Asynchronous Discussions to Teach Critical Thinking

2009 ◽  
pp. 276-287
Author(s):  
John Miller
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Opposite Effect ◽  
Online Discussions ◽  
Central Component ◽  
College Level ◽  
Basic Principles ◽  
Constructivist Pedagogy ◽  
Asynchronous Discussions

A central component of constructivist pedagogy at the college level is the modeling and practicing of critical thinking, and since Socrates, discussion has been the basic vehicle for accomplishing this. Advocates of online teaching have argued that the written and asynchronous nature of online discussions enhance its ability to teach critical thinking. Unless online discussions are properly designed, however, these apparent advantages may in fact have the opposite effect. This chapter sets forth six basic principles for designing online discussions that model and shape critical thinking experiences for students, and illustrates them with examples from two different online college literature classes.

Methods and Strategies

2019 ◽  
pp. 97-112
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Group Work ◽  
Course Design ◽  
Learning Activities ◽  
Music Appreciation ◽  
Online Classes ◽  
Skill Sets ◽  
Design Elements ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Online Music

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.

Core Competencies for Facilitating Asynchronous Discussions

2011 ◽  
pp. 480-486
Author(s):  
Alice Bedard-Voorhees
Keyword(s):  
Core Competencies ◽  
Asynchronous Discussion ◽  
Online Classes ◽  
Communication Tool ◽  
Great Opportunity ◽  
Group Interactions ◽  
Asynchronous Discussions ◽  
Classroom Space ◽  
Online Tools ◽  
Time Zones

A number of online tools can now be used in courses for group interactions. This article focuses specifically on asynchronous discussion software that allows one-onone and one-to-many interaction, still predominantly text based and independent of time. It remains a useful communication tool because online classes commonly have learners checking in at different times or from different time zones. This discussion tool offers great opportunity to faculty if thought of as “the classroom space,” and skilled facilitation by faculty in these spaces encourages community and interaction not only among class members, but also with content (Bedard-Voorhees, 2005; Dawley, 2007).

scholarly journals Virtual Classrooms: How Online College Courses Affect Student Success

2017 ◽  
Vol 107 (9) ◽  
pp. 2855-2875 ◽  
Author(s):  
Eric P. Bettinger ◽  
Lindsay Fox ◽  
Susanna Loeb ◽  
Eric S. Taylor
Keyword(s):  
Student Success ◽  
College Level ◽  
College Courses ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Local Average Treatment Effects ◽  
The University ◽  
Instrumental Variables Approach ◽  
Local Average ◽  
College Grades

Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects relative to traditional in-person classes. Using an instrumental variables approach, we find that taking a course online, instead of in-person, reduces student success and progress in college. Grades are lower both for the course taken online and in future courses. Students are less likely to remain enrolled at the university. These estimates are local average treatment effects for students with access to both online and in-person options; for other students, online classes may be the only option for accessing college-level courses. (JEL I23, I26)

scholarly journals Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

2021 ◽  
pp. 41-60
Author(s):  
Ken-Zen Chen ◽  
Hsiao-Han Yeh
Keyword(s):  
Online Learning ◽  
Knowledge Construction ◽  
Online Courses ◽  
Role Playing ◽  
Instructional Designers ◽  
Role Assignment ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Behavioural Patterns ◽  
Assignment Strategy

Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has been conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, has been proven effective in promoting interactivity and knowledge construction in the context of both face-to-face and online learning. However, assigning and rotating roles to thousands of learners in massive open online courses (MOOCs) and preparing them to act properly in their roles sounds impractical to MOOC instructors due to work overload. The present study provided three types of role assignment in a MOOC during various course offerings: fall offerings with no role-assignment, spring offerings with partial role-assignment and summer offerings with full role-assignment. Through the examination of the discussion patterns and role-assignment differences among 4,239 students and 5,439 posts in 56 forums, we suggest that partial role-assignment is as effective as full-role assignment. By assigning as few as 10 students with rotating roles, MOOC instructors can leverage this effective strategy while minimising their effort in preparing the discussants and moderating the discussions. These students act behind the scenes and improve the behavioural patterns of asynchronous discussions. Implications for practice or policy: MOOC instructors and teaching assistants can leverage a partial role-assignment strategy to improve asynchronous discussion quality with manageable effort. MOOC platform leaders and instructional designers may explore work-smart teaching strategies that are viable in practice without overburdening instructors.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Command and Control

2018 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Stuart D. H. Beveridge ◽  
Simon T. Henderson ◽  
Wayne L. Martin ◽  
Joleah B. Lamb
Keyword(s):  
Air Transport ◽  
Flight Safety ◽  
Flight Crew ◽  
Systematic Review Methodology ◽  
Role Assignment ◽  
Performance Factors ◽  
Policy Review ◽  
Reported Effect ◽  
And Control ◽  
Research And Policy

Abstract. Compared with other team settings, flight crew in air transport present a unique situation where the leader or supervisor regularly engages in active control. When the captain is assigned cognitively demanding pilot flying duties, the subordinate and often less experienced first officer must perform equally crucial monitoring and support duties. Using a systematic review methodology, this study reviews the reported effect of crew role assignment on flight safety outcomes. Our review identified 18 relevant studies and suggests crew performance factors linked to flight safety are affected by crew role assignment. Findings suggest a greater number of inherent obstacles may exist for optimal crew performance with the captain as pilot flying, raising the need for further specific research and policy review in this area.

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