Using Multimodal, Asynchronous Discussion Forums in Public (aka: Why My Students Blog)

eLearn ◽  
2018 ◽  
Vol 2018 (12) ◽  
Author(s):  
Nicole M. Zumpano
Keyword(s):  
Asynchronous Discussion ◽  
Discussion Forums

The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

scholarly journals The impact of institutional surveillance technologies on student behaviour

2002 ◽  
Vol 4 (1/2) ◽  
Author(s):  
Shane Dawson
Keyword(s):  
Human Resources ◽  
Learning Experience ◽  
Asynchronous Discussion ◽  
Teaching Staff ◽  
Discussion Forums ◽  
Writing Style ◽  
Learning And Teaching ◽  
Contemporary Education ◽  
The Impact ◽  
Learning Options

Contemporary education institutions are increasingly investing fiscal and human resources to further develop their online infrastructure in order to enhance flexible learning options and the overall student learning experience. Coinciding with the implementation of these technologies has been the centralisation of data and the emergence of online activities that have afforded the capacity for more intimate modes of surveillance by both the institution and education practitioner. This study offers an initial investigation into the impact of such modes of surveillance on student behaviours. Both internal and external students surveyed indicated that their browsing behaviours, the range of topics discussed and the writing style of their contributions made to asynchronous discussion forums are influenced by the degree to which such activities are perceived to be surveyed by both the institution and teaching staff. The analyses deriving from this data are framed within Foucault's works on surveillance and self governance. This paper discusses the implications of this new mode of governance for learning and teaching and suggests areas of further investigations.

scholarly journals Students’ Perceptions of the Use of Asynchronous Discussion Forums, Quizzes, and Uploaded Resources

2019 ◽  
Vol 8 (2S9) ◽  
pp. 704-708
Keyword(s):  
Learning Process ◽  
Engineering Students ◽  
Pearson Correlation ◽  
T Test ◽  
Asynchronous Discussion ◽  
Discussion Forums ◽  
Purposive Sampling ◽  
Research Participants ◽  
Strongly Agree ◽  
High Level

This research inspects students’ perceptions of the utilisation of asynchronous discussion forums, quizzes, and uploaded resources in platform CIDOS LMS among polytechnic students. There has been an expansion in the utilisation of LMS in many levels of education in polytechnic institutions. CIDOS LMS has variety tools examples assignments, video, scorm, and tutorial. Purposive sampling was used to choose the research participants for this study. The participants consisted of 60 diploma students from Polytechnic Sultan Ibrahim who are enrolled in a Mathematics course. The Cronbach’s alpha of the instruments is 0.899. The questionnaire was divided into four catego-ries. The categories addressed students’ perceptions of CIDOS LMS tools, namely the discussion forums, quizzes, and the utilisation of uploaded resources. Likert scale rated from strongly disagree to strongly agree. All the data were analysed using IBM Statistical to obtain the percentages, frequencies, means, standard deviations, independent sample t-test, and Pearson correlation. The results of this study show that the practice of CIDOS LMS among engineering students at Polytechnic Sultan Ibrahim is at a high level during the learning process. Further research would explore the educators’ need to figure out the best ways in CIDOS LMS to engage students as the millen-nial generation continues to dominate the workforce.

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