scholarly journals Recommendations in Online Discussion Forums for E-Learning Systems

2010 ◽  
Vol 3 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Fabian Abel ◽  
Ig Ibert Bittencourt ◽  
Evandro Costa ◽  
Nicola Henze ◽  
Daniel Krause ◽  
...  
Keyword(s):  
Online Discussion ◽  
Learning Systems ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
E Learning

scholarly journals A Peek into the Life of Online Learning Discussion Forums: Implications for Web-Based Distance Learning

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Mary Allan
Keyword(s):  
Online Learning ◽  
Meaning Making ◽  
Online Discussion ◽  
Interactive Learning Environments ◽  
Text Messages ◽  
Discussion Forums ◽  
Web Based ◽  
Online Discussion Forums ◽  
E Learning ◽  
Quality Learning

<P>Supporting quality learning in online discussion forums is an intricate task, particularly for e-tutors aspiring to facilitate vigorous interactive learning environments. I argue that the key to successful online discussion forums is the ability of e-tutors to provide learners with feedback well informed in the meaning making and knowledge advancement processes emanating from learner interactions. In this paper, a newly developed concept of providing e-tutors with the information they require is explored, exhibiting the Event Centre (EC) concept, through which tutors are able to obtain periodic &ldquo;snapshots&rdquo; of the occurrences throughout discussion forums, which highlight processes of meaning construction and knowledge advancement. The EC concept provides e-tutors with visual images that depict the links and routes through which participants using text messages convey meaning, construct knowledge, and create Socio-Informational networks within discussion forums.</P> <P><B>Keywords:</B> e-learning, online discussion forums, e- tutoring, visualising social networks, monitoring online learning, online constructivist learning</P>

scholarly journals An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students using Technology Acceptance Model 3

10.28945/2269 ◽  
2015 ◽  
Vol 14 ◽  
pp. 257-269 ◽  
Author(s):  
Airen Adetimirin
Keyword(s):  
Information Science ◽  
Computer Anxiety ◽  
Online Discussion ◽  
External Control ◽  
Library And Information Science ◽  
Discussion Forums ◽  
Postgraduate Students ◽  
Online Discussion Forums ◽  
Control Computer ◽  
E Learning

E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using a survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper demonstrated that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness have significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forums should be encouraged for learning in postgraduate education.

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>

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