scholarly journals Using Best Practices In Online Discussion And Assessment To Enhance Collaborative Learning

2008 ◽  
Vol 4 (10) ◽  
pp. 21-40 ◽  
Author(s):  
Debra L. Fleming
Keyword(s):  
Collaborative Learning ◽  
Best Practices ◽  
Assessment Tool ◽  
Online Discussion ◽  
Online Discussions ◽  
Effective Practices ◽  
Online Assessment ◽  
Time On Task ◽  
Design Assessment ◽  
Course Content

The primary purpose of this exploratory study is to provide insight on how to use online discussions to foster collaborative learning and how to design assessment processes to evaluate the effectiveness of those discussions. This study focuses on the pedagogical role of discussion, effective practices in discussion, guidelines for creating discussions to enhance learning, and the use of rubrics for assessment and evaluation. This study also provides an overview of the pedagogy of online assessment with an emphasis on mastery learning instructional methods. Effective practices in the use of online assessment and guidelines for aligning learning objectives with the most appropriate assessment tool are also emphasized. This study concludes that using best practices in online discussion and assessment can enhance collaborative learning which results in students having a deeper understanding of course content because of more time on task, increased motivation, more engagement, improved teamwork and interpersonal skills, enhanced critical thinking abilities, improved self-esteem and increased ownership of their own learning.

Two Case Studies of Online Discussion Use in Computer Science Education

2020 ◽  
pp. 409-434
Author(s):  
Gokce Akcayir ◽  
Zhaorui Chen ◽  
Carrie Demmans Epp ◽  
Velian Pandeliev ◽  
Cosmin Munteanu
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mixed Methods Research ◽  
Online Discussion ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
The Other ◽  
Course Content ◽  
Integration Strategies ◽  
Deep Integration

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

scholarly journals Using the Photovoice Method to Elicit Authentic Learning in Online Discussions

2018 ◽  
Vol 7 (1) ◽  
pp. 125-138
Author(s):  
Beatriz M Reyes-Foster ◽  
Aimee DeNoyelles
Keyword(s):  
Critical Thinking ◽  
Social Action ◽  
Research Method ◽  
Online Discussion ◽  
Authentic Learning ◽  
Online Discussions ◽  
Course Content ◽  
College Classrooms ◽  
Points Of View

While online discussions remain popular in college classrooms, mixed results persist about their effectiveness in eliciting authentic learning. This case study explores how students perceive the influence of the Photovoice method on their authentic learning, critical thinking, engagement, and peer interaction in an asynchronous online discussion. Photovoice is a research method combining photography with social action, in which people express their points of view by photographing scenes that highlight certain themes. Students in an online undergraduate course engaged in an online discussion which asked them to connect personal images to the course content. Students reported that this strategy supported authentic learning, critical thinking, engagement, and interaction; in addition, a correlational analysis found that these factors are highly interrelated. This case study proposes recommendations for practitioners interested in using a similar approach.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

scholarly journals Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

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>

scholarly journals A Study of Anecdotal Student Response to Virtual Art Museums in Online History Courses

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Adam Attwood
Keyword(s):  
United States ◽  
Community College ◽  
Student Engagement ◽  
Online Discussion ◽  
Art Museum ◽  
Art Museums ◽  
Student Response ◽  
Online Instructors ◽  
Course Content

This anecdotal pilot case study of practice addresses the question: How can technology be used to make online history courses more engaging with museums? Findings from this case study suggest that virtual art museums via the Google Cultural Institute (now Google Arts & Culture) were an effective way to encourage students to do more than the minimum required for the online forum response assignment in a survey (100-level) history course at a community college in the northwest United States. The instructor designed an assignment that was posted in the learning management system as a PDF. Implications for practice are that online instructors of history, as well as online instructors of humanities, can assign virtual art museum visits with an online discussion component to encourage student engagement centered on course content.

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