Evaluating learning outcomes of an asynchronous online discussion assignment: a post-priori content analysis

2018 ◽  
Vol 28 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Orly Calderon ◽  
Charu Sood
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Online Discussion ◽  
Asynchronous Online Discussion

scholarly journals The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Chris Klisc ◽  
Tanya McGill ◽  
Valerie Hobbs
Keyword(s):  
Learning Outcomes ◽  
Online Discussion ◽  
Student Learning Outcomes ◽  
Traditional Teaching ◽  
Online Learning Environments ◽  
Factors Affecting ◽  
Asynchronous Online Discussion ◽  
Improving Student Learning ◽  
The Many ◽  
Discussion Postings

<span>Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive.</span>

Incentive Styles, Asynchronous Online Discussion, and Vocational Training

2008 ◽  
Vol 39 (4) ◽  
pp. 363-377
Author(s):  
Shinyi Lin ◽  
Chou-Kang Chiu
Keyword(s):  
Vocational Education ◽  
Learning Outcomes ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Vocational Education And Training ◽  
Mediated Communication ◽  
Group Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussion

Vocational education and training (VET) is intended to prepare adult learners for careers that are based on practical activities. With the underlying constructivist andragogy, this study intended to examine the effects of computer-mediated group collaboration in vocational education, and how that affects the associated learning outcomes. For collaborative learning, use of asynchronous computer-mediated communication as one of the major media prevails not only in web-based formats but in face-to-face. Specifically, our intent was to explore effectiveness of asynchronous online discussion (AOD) and the learning outcome accordingly. The results provided evidence that the participants in the AOD performed substantially better than those with no use of AOD in the bi-weekly quizzes as well as the learning outcomes. As incentive styles come into play, we found that the introverts performed as well as the extroverts disregarding the AOD participation. The results concluded that use of group collaboration as andragogical strategy (use of AOD) inferred better learning outcomes in the context of VET.

Upsettling Canada in 140 Characters: race relations in the Twittersphere

2021 ◽  
Author(s):  
Caroline Carter
Keyword(s):  
Content Analysis ◽  
Social Networking ◽  
Race Relations ◽  
Online Discussion ◽  
Qualitative Content Analysis ◽  
Vital Role ◽  
The Social ◽  
Colonial Theory ◽  
Networking Tool ◽  
A Site

This paper is a qualitative content analysis of public tweets made during the Indigenous social movement, Idle No More, containing the #upsettler and #upsettlers hashtags. Using settler colonial theory coupled with previous literature on Twitter during social movements as a guiding framework, this study identifies how settler colonial relations were being constructed on Twitter and how functions of the social networking tool such as the hashtag impacted this process. By examining and analyzing the content of 278 tweets, this study illustrates that Twitter is a site where conversations about race relations in Canada are taking place and that the use of the hashtag function plays a vital role in expanding the reach of this online discussion and creating a sense of solidarity or community among users.

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

scholarly journals Assessing the credibility of COVID-19 vaccine mis/disinformation in online discussion

2021 ◽  
pp. 016555152110406
Author(s):  
Reijo Savolainen
Keyword(s):  
Content Analysis ◽  
Information Content ◽  
Online Discussion ◽  
Qualitative Content Analysis ◽  
Discussion Group

This study examines how the credibility of the content of mis- or disinformation, as well as the believability of authors creating such information is assessed in online discussion. More specifically, the investigation was focused on the credibility of mis- or disinformation about COVID-19 vaccines. To this end, a sample of 1887 messages posted to a Reddit discussion group was scrutinised by means of qualitative content analysis. The findings indicate that in the assessment of the author’s credibility, the most important criteria are his or her reputation, expertise and honesty in argumentation. In the judgement of the credibility of the content of mis/disinformation, objectivity of information and plausibility of arguments are highly important. The findings highlight that in the assessment of the credibility of mis/disinformation, the author’s qualities such as poor reputation, incompetency and dishonesty are particularly significant because they trigger expectancies about how the information content created by the author is judged.

scholarly journals The Qualified Islamic Religious Education Teachers as a Foundation in Learning at MI

2020 ◽  
Vol 2 (2) ◽  
pp. 23-36
Author(s):  
Muhammad Nurul Arifin
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Religious Education ◽  
Primary Schools ◽  
Research Method ◽  
Teacher Competence ◽  
Learning Achievement ◽  
Daily Lives ◽  
Analysis Techniques

MI teachers especially those who teach Islamic Religious Education will have to do with the morals of students, where the benchmark of the final results of PAI education is the application of PAI in the daily lives of students, the success or failure of students in PAI learning can be seen from the attitudes of students, research using the research method of literature by using content analysis techniques from the literature. PAI teacher must know the characteristics of MI students, know the change in behavior from learning outcomes, learning achievement, teacher competence, and also must be able to understand and learn about how a good PAI teacher, so that when the PAI teacher already knows and even masters it, the PAI teacher can improve its quality, so that it can be used as a foundation to sustain the change in attitude of students in primary schools especially the scope of Madrasah Ibtidaiyah.

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