Instructor Scaffolding and Students' Critical Thinking through Asynchronous Online Discussion Forum

2013 ◽  
Author(s):  
S. N. A. Rabu ◽  
B. Aris ◽  
Z. Tasir
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussion Forum ◽  
Asynchronous Online Discussion

scholarly journals Assessment of Online Discussion Forums for Law Students

2009 ◽  
Vol 6 (2) ◽  
pp. 69-83
Author(s):  
Judith McNamara ◽  
◽  
Kelley Burton ◽  
Keyword(s):  
Critical Thinking ◽  
Collaborative Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Law Students ◽  
Discussion Forums ◽  
Work Placement ◽  
Online Discussion Forums ◽  
Online Discussion Forum

This paper goes beyond the existing literature and explores the innovative topic of designing criterionreferenced assessment for online discussion forums. There are several benefits of embedding online discussion forums into subjects including engaging students in collaborative learning, and encouraging deeper analysis, critical thinking and reflection. Using the assessment principles of validity, reliability and transparency, this paper offers a range of practical strategies to tutors who plan to develop criterionreferenced assessment as opposed to norm-referenced assessment for online discussion forums, applies the assessment principles in the context of an undergraduate law subject, and exemplars a rubric for an online discussion forum in a work placement subject.

scholarly journals Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Timothy K.F. Hew
Keyword(s):  
Cognitive Processing ◽  
Online Discussion ◽  
Peer Learning ◽  
The United States ◽  
Discussion Forum ◽  
Online Discussion Forum ◽  
Factors Influencing ◽  
Asynchronous Online Discussion ◽  
And Performance ◽  
Learning And Performance

Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner’s study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily predicted by viewing, and to a lesser extent by commenting. The three plausible explanations for the findings are the learner’s study purpose, weaker instructor-learner ties, and voluntary forum participation. We suggest ways to encourage viewing messages in forums and present limitations and further directions.

Sign in / Sign up

Export Citation Format

Share Document