scholarly journals Comparing face to face, tutor led discussion and online discussion in the classroom

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
Connie S. L. Ng ◽  
Wing Sum Cheung
Keyword(s):  
Preservice Teachers ◽  
Online Discussion ◽  
Relative Effectiveness ◽  
Online Discussions ◽  
Multimedia Design ◽  
Face To Face ◽  
Design Concepts ◽  
Class Time ◽  
Significant Difference ◽  
Online Group

<span>This study explores the relative effectiveness of in class online discussion and face to face, tutor led discussion in preservice teachers' recall of concepts. Two groups of preservice teachers, who engaged in different discussion modes, were tested two weeks later on how many concepts they could recall. No significant difference in the recall score was found between the two groups, but the group involved with the in-class discussions using a threaded discussion tool achieved a slightly higher mean score in the recall of multimedia design concepts. The online group completed a survey questionnaire on their perception of their use of online discussion. The majority perceived that they learned more online. The preservice teachers also indicated the mode of discussions that they preferred and the reasons for their choice. Half preferred to participate in in-class online discussions, rather than face to face, tutor led discussion, during class time. The findings suggested that educators and learners may choose either in-class online discussion or face to face, tutor led discussion without fear of significant disadvantages to learning.</span>

scholarly journals Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

2016 ◽  
pp. 528-539 ◽  
Keyword(s):  
Deep Learning ◽  
Knowledge Retention ◽  
Online Environment ◽  
Comprehensive University ◽  
Face To Face ◽  
Assessment Scores ◽  
Class Time ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
One Way Anova

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

scholarly journals THE INFLUENCE OF PERSONALITY AND LANGUAGE PROFICIENCY ON ESL LEARNERS' WORD CONTRIBUTIONS IN FACE-TO-FACE AND SYNCHRONOUS ONLINE FORUMS

2021 ◽  
Vol 6 (1) ◽  
pp. 199-221
Author(s):  
Shin Yi Chew ◽  
Lee Luan Ng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
Online Discussions ◽  
Online Forums ◽  
School Students ◽  
Face To Face ◽  
Significant Difference ◽  
Esl Learners ◽  
Synchronous Online

Background and Purpose: Recent technological advancements and Covid-19 pandemic have prompted more opportunities for online learning. However, there is a dearth of empirical research that is focused on high school students. Therefore, this study aims to obtain a more comprehensive view of ESL learners’ involvement or word contributions in a ‘normal’ face-to-face situation and in a synchronous online text-based environment by relating it to their personality and language proficiency.   Methodology: In this study, a quasi-experiment was carried out over four weeks. It involved eight sessions of face-to-face and online discussions with 48 Malaysian high school students who were divided into two matched-sample groups. The participants' feedback was used to support and provide insights on the findings. The quantitative data were analysed using using IBM SPSS statistics 26 software while the participants’ responses to the online feedback session were analysed using open coding and axial coding strategies.   Findings: Statistically significant difference was found in learners’ word contributions during face-to-face and online discussions. Apart from the extroverts with high-intermediate language proficiency, the other groups of learners who are either introverts or having lower level language proficiency were found to produce significantly more words in synchronous online text-based discussions. The non-face-to-face context of online forums might have lowered the learners’ level of anxiety and increased their confidence to interact with their peers. Contributions: Learners’ personalities and language proficiency levels should be considered when choosing a discussion setting and when facilitating discussion activities. More support should be provided for the less proficient or introverted learners to express themselves in a face-to-face discussion.     Keywords: Personality, Language proficiency, Computer-mediated communication, Synchronous text-based online discussions, Word contributions   Cite as: Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners' word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

scholarly journals The effectiveness of online metacognitive versus face-to-face counseling on anxiety and metaworry in women with a history of spontaneous miscarriage: A Randomized clinical trial

2020 ◽  
Author(s):  
Mina Ghiasi shaham Abadi ◽  
Tahmineh Farajkhoda ◽  
Hassan Zareei Mahmoodabadi
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Secondary Outcome ◽  
Base Line ◽  
Satisfaction Scale ◽  
Face To Face ◽  
Group I ◽  
Significant Difference ◽  
History Of ◽  
Online Group

Abstract BackgroundOnline and face-to-face counseling interventions can be performed on women with a history of miscarriage, which causes their anxiety and metaworry.The aim of this study was to compare effectiveness of metacognitive counseling methods, online and face-to-face, on anxiety and metaworry of women with miscarriage.MethodsIn this parallel randomized clinical trial, 40 women with a history of miscarriage, anxiety and metaworry were randomly assigned to two groups (n = 20/each): group I receiving metacognitive counseling via online network and software, and group II (control) receiving face-to-face metacognitive counseling with same content and time, 90-minute sessions. Data were collected demographic form, Beck Anxiety Inventory, Wellz metaworry questionnaire and satisfaction scale. Primary outcomes included changes in the scores of anxiety, metaworry were measured in both groups in three times including at the base line, and at the end of week eight and twelve of the intervention initiation. Satisfaction with counseling method was assessed as secondary outcome at the end of week eight and twelve of the intervention beginning in both groups.ResultsIn both groups, mean score of anxiety in 12th week was significantly different from before the intervention; difference was more significant in online group (p = 0.04). In both groups, the mean score of metaworry in 12th week had a statistically significant difference compared to the beginning of the study, and the decrease was again more significant in the online group (p = 0.03). Satisfaction with the counseling method had statistically significant difference between the two groups in week eight and twelve (respectively p ≈ 0.00).ConclusionsMetacognitive counseling both online and face-to-face improves anxiety and metaworry in women with miscarriage. Online counseling was more effective, satisfying, and longer compared with face-to-face counseling method, especially in corona virus19 outbreak.Trial registration: ISRCTN, IRCT20181120041707N1, Prospectively registered, Registered 23 May 2019, https://en.irct.ir/trial/35643/ IRCT20181120041707N1

Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education

2012 ◽  
Vol 23 (3) ◽  
pp. 30-49 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau ◽  
Fiona Fui-Hoon Nah
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Relative Effectiveness ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference ◽  
Face To Face Learning

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

"Cross Talk"

2010 ◽  
pp. 209-225 ◽  
Author(s):  
Susan J. Wegmann
Keyword(s):  
Cross Talk ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Course ◽  
Discussion Boards ◽  
Online Instructors ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussions ◽  
College Classes

Asynchronous online discussions can be complex and fruitful, mimicking their face-to-face counterparts in undergraduate college classes. However, some researchers note a discrepancy in substance and interest levels between online and face-to-face discussions. This chapter describes the interactions of one thriving student in an asynchronous online course. It analyzes the student’s interactions with his peers, and uses these interactions to provide ways that online instructors can structure courses to optimize genuine and engaging online discourse. Additionally, it suggests that students and instructors who assume a Connected Stance show a depth of learning within the computer-mediated framework. Finally, it provides a unique format for analyzing online discussion boards.

"A Community of Opinion and Debate"

2011 ◽  
pp. 69-90
Author(s):  
Elizabeth A. Beckmann
Keyword(s):  
Online Discussion ◽  
Postgraduate Education ◽  
Peer Learning ◽  
Online Discussions ◽  
Educational Technologies ◽  
Postgraduate Students ◽  
Face To Face ◽  
Professional Experiences ◽  
Assessment Tasks ◽  
Student Reactions

Discussion-based learning is a crucial element in postgraduate professional development, particularly important in facilitating peer learning through the sharing of professional experiences. In courses with distance or blended delivery, educational technologies provide opportunities to encourage such peer learning. But do postgraduate students value asynchronous online discussions in the same way as they value the equivalent face-to-face experiences? Do educational technologies have a role to play in facilitating discussions even when students are meeting face to face? Is it helpful to make an online discussion compulsory? This chapter reports design-based research on student reactions to compulsory assessment tasks that involved a variety of asynchronous online discussion structures—from individual reflective journals to large group forums—in 14 Masters courses in development studies and museum studies at an Australian university. Using the students’ own reflections on their learning experiences, this chapter considers the extent to which the use of technologies can enhance or impede the reflective and peer-responsive learning sought by the inclusion of discussions in the postgraduate education of professionals.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

scholarly journals E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE

2009 ◽  
Vol 4 (1) ◽  
pp. 27-36
Author(s):  
Richard Ng ◽  
Abtar Kaur ◽  
Siti Farina Sheikh Mohamed ◽  
Latifah Abdol Latif ◽  
Ramli Bahroom
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Social Presence ◽  
Online Discussion ◽  
Exam Score ◽  
Final Exam ◽  
Online Participation ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Significant Difference

Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence.

Preparing Principal Candidates to Be Instructional Leaders Through Virtual Coaching Preservice Teachers

2018 ◽  
Vol 15 (2) ◽  
pp. 87-108 ◽  
Author(s):  
Karen D. Jones ◽  
Marjorie C. Ringler
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Coaching ◽  
Teacher Education Program ◽  
Collaborative Action Research ◽  
Instructional Leaders ◽  
Face To Face ◽  
Principal Candidates ◽  
Significant Difference ◽  
Coaching Skills

The purpose of this collaborative action research study was to determine whether practicing instructional coaching with teacher candidates (TCs) improved coaching skills of principal candidates (PCs). Findings indicated that PCs improved their coaching skills. Findings illustrated ways to improve principal preparation in an instructional supervision course and by collaborating with a teacher education program to provide field experiences to practice coaching. This study also determined that there was not a significant difference in practicing coaching with TCs through video lessons or face to face observations.

scholarly journals Cohort-Specific Online Discussion Experiences: A Collaborative And Multidisciplinary Approach To Improving Student Learning

2017 ◽  
Vol 10 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Adam L. Selhorst ◽  
Eric Klein ◽  
Justin Harrison
Keyword(s):  
Online Education ◽  
Student Success ◽  
General Education ◽  
Student Satisfaction ◽  
Online Discussion ◽  
Online Discussions ◽  
Progression Rate ◽  
Cohort Size ◽  
Grade Point ◽  
Significant Difference

Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse.  As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners.  Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week.  The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS).  Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts.  Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.

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