Framing in online school discussions

2005 ◽  
Vol 19 ◽  
pp. 64-86
Author(s):  
Kristina Love
Keyword(s):  
Online Discussion ◽  
School Context ◽  
Literary Text ◽  
Online Discussions ◽  
Genre Analysis ◽  
Online Environment ◽  
Online School ◽  
Collaborative Construction ◽  
Appraisal Analysis

This paper draws on Bernstein’s (1996) notion of framing to examine the variables which control the communication made possible in online discussion in one school context, and the particular forms of pedagogic consciousness (Bernstein, 1996) that are produced as students and teachers negotiate meanings around a literary text. Using genre analysis (Martin, 1992) I examine how students variously contribute in the collaborative construction of an online Discussion genre. Using appraisal analysis (Martin, 2000; White, 2002), I then identify how online interactants variously negotiate their judgements, feelings and appreciations of various aspects of the literary text being discussed, and of each other’s contributions, such that certain forms of reasoning around text are privileged over others. In so doing, I identify how different students have access to different forms of expertise in online discussion, with some students being more able to produce the “legitimate forms of communication” (Bernstein, 1996) in the online environment. I conclude by suggesting that, without a close examination of how online discussions are framed as emerging electronic genres, educators run the risk of validating a new mode of structural inequity and disadvantage.

Graduate Students' Perceptions of the Benefits and Drawbacks of Online Discussion Tools

2016 ◽  
Vol 6 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Research Study ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Environment ◽  
Online Classes ◽  
Face To Face ◽  
Qualitative Research Study ◽  
University Level ◽  
The University

With an increase in the number of online classes being taught at the university level, professors are exploring ways to create collaboration in the online environment. One such strategy is through using online discussion tools. The purpose of this qualitative research study was to explore students' beliefs about the benefits of using a variety of discussion tools in online classes. In analyzing students' responses to four open-ended questions, five key themes emerged that highlighted four benefits and one drawback to the use of online discussion tools. Online discussions helped build relationships, led to students hearing others' perspectives and feeling their perspectives were respected, led to students reflecting on the content and developing a deeper understanding, and helped groups coordinate projects and manage teamwork. In contrast, online discussions did not allow the same authenticity of dialogue in face-to-face discussions.

scholarly journals THE EBB AND FLOW OF ONLINE DISCUSSIONS: WHAT BLOOM CAN TELL US ABOUT OUR STUDENTS’ CONVERSATIONS

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Online Discussion ◽  
Online Discussions ◽  
Online Environment ◽  
Group Discussions ◽  
Face To Face ◽  
Online Mode ◽  
Need To Evaluate ◽  
The Face ◽  
Interesting Area ◽  
Ebb And Flow

This study looks at online discussions within the context of a group endeavor and attempts to evaluate three assertions: 1) students in an online discussion proceed through higher levels of thinking; 2) Online conversations follow an “ebb and flow” pattern; 3) The level of the first posting to the discussion influences the level of subsequent postings. Postings were classified by the Bloom’s taxonomy of educational objectives and were graphed to help analyze the assertions. There was only modest support for the first assertion and better support for the second and third assertions. Analyzing online discussions as a group endeavor may well prove an interesting area of research for those interested in applying the existing body of literature and theory on group discussions in the face-to-face arena to the online environment. Researchers need to evaluate whether this literature is applicable to online discussions and what distinctions can legitimately be made between group discussions in the face-to-face or online mode.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

scholarly journals Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Carol Johnson ◽  
Laurie Hill ◽  
Jennifer Lock ◽  
Noha Altowairiki ◽  
Christopher Ostrowski ◽  
...  
Keyword(s):  
Deep Learning ◽  
Organizational Design ◽  
Field Experience ◽  
Online Discussion ◽  
Online Discussions ◽  
Task Completion ◽  
Discussion Forums ◽  
Design Based Research ◽  
Online Discussion Forums ◽  
Group Structures

<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>

scholarly journals OS DESAFIOS DO TRABALHO EM GRUPO NA PANDEMIA, A PARTIR DA EXPERIÊNCIA COM UM GRUPO DE DISCUSSÃO ONLINE SOBRE GÊNERO

polemica ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mariana Rodrigues Sapateiro ◽  
Lucas Koltun Sanvesso ◽  
Rafael Bianchi Silva
Keyword(s):  
Online Discussion ◽  
Work Group ◽  
Online Environment ◽  
Future Studies ◽  
Online Discussion Group ◽  
De Se ◽  
Current Context ◽  
The Subject ◽  
A Current ◽  
Online Group

Resumo: Este artigo é um relato de experiência de um grupo de discussão online com o tema “Gênero e Docência”, fruto de uma intervenção de estágio do curso de Psicologia, no contexto da pandemia do Covid-19, no Brasil. A reflexão se volta para a questão do esvaziamento do grupo. Para tanto, discutem-se temas como os desafios de se estabelecer diálogo; a formação de vínculos e a constituição de grupo; a lógica produtivista de formação, no contexto atual; e as dificuldades do trabalho com grupo, em ambiente online. A partir desses norteadores, constatou-se que não houve consolidação efetiva de um grupo de trabalho. Mesmo assim, entende-se que as hipóteses levantadas para compreender o fenômeno do esvaziamento do grupo podem contribuir com futuros estudos acerca da temática, já que este tipo de modalidade se tornou um fenômeno atual que demanda melhor compreensão para a pesquisa, no campo das ciências humanas.Palavras-chave: Grupo online. Gênero. Docência. Pandemia. Abstract: This article is an experience report of an online discussion group with the theme “Gender and Teaching”, the result of an internship intervention form the Psychology degree, in the context of the Covid-19 pandemic in Brazil. The reflection turns to the discussion on the emptying of the group. For it, topics such as the challenges of establishing dialogue, the formation of bonds and the constitution of a group, the productive logic in academic formation in the current context and the difficulties of working with groups in an online environment are discussed. Based on these guidelines, it is stated that there was no effective consolidation of a work group. Even so, it is understood that the hypotheses raised to understand the phenomenon of group emptying can contribute to future studies on the subject, as this type of modality is a current phenomenon that demands better understanding for research in the field of human sciences.Keywords: Online group. Gender. Teaching. Pandemic. 

Student-Led Online Discussions

2020 ◽  
pp. 435-457
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Two Case Studies of Online Discussion Use in Computer Science Education

2020 ◽  
pp. 409-434
Author(s):  
Gokce Akcayir ◽  
Zhaorui Chen ◽  
Carrie Demmans Epp ◽  
Velian Pandeliev ◽  
Cosmin Munteanu
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mixed Methods Research ◽  
Online Discussion ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
The Other ◽  
Course Content ◽  
Integration Strategies ◽  
Deep Integration

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

Student-Led Online Discussions

2021 ◽  
pp. 1896-1918
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Students' Sense of Belonging in Online Classes

2016 ◽  
Vol 6 (3) ◽  
pp. 14-25
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Sense Of Belonging ◽  
Online Survey ◽  
Age Groups ◽  
Online Discussions ◽  
Technology Skills ◽  
Online Environment ◽  
Online Classes ◽  
Older Students ◽  
Online Educators

This study explored graduate students' perceptions of their sense of belonging in online classes, their comfort in participating in online discussions, and their technology skills. Differences in these areas among three different age groups were studied. Data were gathered via an online survey. The results of the data analysis showed that students, regardless of age, felt a sense of belonging and felt comfortable communicating in the online environment. The data also revealed that older students reported feeling more comfortable interacting with their classmates and disagreeing with their classmates while still maintaining trust than their younger counterparts. Such findings inform online educators in designing classes that meet the needs of all learners.

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