Computer-Mediated Coping: Exploring the Quality of Supportive Communication in an Online Discussion Forum for Individuals Who Are Coping with Racial Discrimination

2016 ◽  
Vol 64 (4) ◽  
pp. 369-389 ◽  
Author(s):  
Lisa K. Hanasono ◽  
Fan Yang
Keyword(s):  
Racial Discrimination ◽  
Online Discussion ◽  
Discussion Forum ◽  
Supportive Communication ◽  
Online Discussion Forum ◽  
Computer Mediated

scholarly journals The Speech Act of Request in Computer-Mediated Communication

2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Maria Miwita Rosari
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Discussion Forum ◽  
Law School ◽  
Mediated Communication ◽  
Online Discussion Forum ◽  
Computer Mediated ◽  
Politeness Strategies

Through conversation ones establish relationship with others and keep channels open for further relationships. Politeness strategies and issues have been the focus of a number of studies. The way ones request for something to others depends on some factors such as the context they are in and the interlocutors they talk to. This article aims at developing the latest discussion on politeness phenomena by paying attention to the specifics of Computer-Mediated Communication (CMC) settings specifically an online discussion forum. This article attempts to identify how speech act of request is performed in Top Law School (TLS) online discussion forum. The data were analyzed to observe the forms of speech act of request and the types of speech act of request performed in the online discussion forum. The findings of this paper revealed that the forms of speech act of request are expressed by declarative, interrogative, and imperative sentence. Moreover, the types of speech act of request employed by the users are directive, indirective, and literal speech acts. The writer believes that the study will be beneficial and a good reference for future researchers in conducting research on pragmatics under the same topic. Hopefully, it will enrich readers’ knowledge and understanding of the speech act of request and the politeness in CMC.

Using Traditional Classroom Facilitation Methods in Online Discussion

2013 ◽  
pp. 255-267
Author(s):  
Maura Valentino
Keyword(s):  
Online Courses ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
Traditional Classroom ◽  
Online Discussions ◽  
New Approaches ◽  
Online Discussion Forum ◽  
The Impact

This chapter studies the impact of the facilitator on the effectiveness of an online discussion forum. The study examined, categorized, and statistically analyzed 224 discussions from eight online courses. The results demonstrated that facilitators are presented with many opportunities to increase the probability of a successful learning experience and that facilitators should be encouraged to develop new approaches to improve the quality of online discussions by leveraging the unique qualities of an online discussion environment.

scholarly journals Online Discussion Forum as a Tool for Interactive Learning and Communication

2019 ◽  
Vol 8 (4) ◽  
pp. 4852-4859
Keyword(s):  
Digital Media ◽  
Student Teacher ◽  
Online Discussion ◽  
Interactive Learning ◽  
Discussion Forum ◽  
Online Forum ◽  
Literacy Programme ◽  
Digital Platforms ◽  
Online Discussion Forum

The digital millennials are very interactive in nature. They love to learn and interact with their peers, teachers, relatives, and environment through digital platforms. These interactions are being facilitated by the increasing rate of internet penetration and emerging digital media across the globe. The nature of today’s learners has increased the demand for use of student-centred learning approach such as Online Discussion Forum (ODF) across different levels of education. Online Discussion Forum (ODF) is being employed as a supportive tool to enhance interactive learning and student-teacher communication. The present study developed an Online Discussion Forum nicknamed “CSC forum” with a view to promote interactive learning, and communication among students, and teachers at the Department of Computer Science, Tai Solarin University of Education, Nigeria. The “CSC forum” facilitates exchange of ideas among students regarding course content and assignments, and also improved the quality of communications and relationship between students and teachers. The platform has a “Live Chat” module where members can engage in active conversations, and participate on group discussions on the go. It also provides a framework for improving the department’s information literacy programme, and specifically students’ participation in active learning as a way of improving their digital literacy skills. Given the relative importance of ODF, teachers are required to devote more time on the forum to provide feedbacks to pending student’s queries/postings, and also to offer clarifications on trending topics being deliberated upon on the forum. The discussion forum presented in this study proved effective for student-teacher interactions, communication and information dissimilation to students on school/departmental activities. More so, the study affirms that teacher guidance is crucial to stimulate student’s interest and participation in online forum. While factors such as poor power supply; low student/teacher commitment, poor quality of postings, Abusive posts, delayed feedbacks, poor internet connections and time constraints were found to limit the success of online forum

scholarly journals Evaluating quality in online asynchronous interactions between students and discussion facilitators

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Dip Nandi ◽  
Margaret Hamilton ◽  
Shanton Chang ◽  
Sandrine Balbo
Keyword(s):  
Online Discussion ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Course Content ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
University Courses ◽  
Student Focus

<span>Online discussion forums have become an essential part of university courses, whether the course is conducted online, or face to face, or in mixed or blended mode. Discussion forums are considered to engage students better with the course content and encourage them to share and gain knowledge from each other. However, online engagement does not always happen automatically between students. Hence grading of discussion forum participation has been recommended to ensure quality student participation. Currently, a major focus has been put onto the better use of discussion forums, but the way in which the quality of participation can be evaluated has yet to be adequately investigated. Furthermore, evaluation of the instructor participation in a discussion forum and its impact on students and their contributions is lacking. In this paper, we report on our research into online discussion forum quality through analysis of discussion forum activities, along with student focus group meetings and instructor interviews. We have devised a set of criteria for evaluating discussion forum activities. Our results show that students depend highly on the instructor's feedback and the participation of the students can only be evaluated with reference to the moderation of the instructors.</span>

scholarly journals DON'T JUST SAY THANK YOU: EXPLORATION OF TYPES OF POSTS INSPIRING AND HINDERING DEEP CONVERSATIONS ONLINE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Devayani Tirthali ◽  
Yumiko Murai
Keyword(s):  
Learning Community ◽  
Sequential Analysis ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Course ◽  
Online Discussion Forum ◽  
Personal Experiences ◽  
Fixed Structure ◽  
The Impact ◽  
The Given

In an open online discussion forum, where there is no fixed structure or a facilitator like a course forum without any assigned themes, every participant is a facilitator shaping the direction and depth of a conversation. How can we as designers then make sure it leads to an engaging learning community that learners keep coming back to beyond the given course period? This paper reports on sequential analysis of 172 posts in 32 threads and close reading of two threads from an open online discussion forum in a free open online course, specifically looking at the impact of participant actions as facilitative moves, to gain better understanding of the types of actions that lead to deeper and sustained engagement with the ideas of interest. Sequential analysis is an approach that estimates which types of sequences of posts or interactions are most likely to occur in a threaded discussion. The results showed that sharing personal experiences attracted most responses, implying that it is important to encourage participants to share questions or cases connected to their personal experiences. In addition, somewhat paradoxically, we found that posts acknowledging responses tend to conclude and close down the conversation while posts that ask diverging questions tend to attract more discussion.

Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance

2011 ◽  
Vol 56 (1) ◽  
pp. 253-261 ◽  
Author(s):  
Cho Kin Cheng ◽  
Dwayne E. Paré ◽  
Lisa-Marie Collimore ◽  
Steve Joordens
Keyword(s):  
Online Discussion ◽  
Discussion Forum ◽  
Course Performance ◽  
Online Discussion Forum
Sign in / Sign up

Export Citation Format

Share Document