scholarly journals Roles and student identities in online large course forums: Implications for practice

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Jacqueline Aundree Baxter ◽  
Jo Haycock
Keyword(s):  
Distance Learning ◽  
Qualitative Methodology ◽  
Current Theory ◽  
Distance Learners ◽  
Student Identity ◽  
Discussion Forums ◽  
Negative Effects ◽  
Massive Open Online Course ◽  
Online Discussion Forums

<p>The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.</p>

Smart Approaches for Optimizing Learning and Assessments in Online University Courses

2021 ◽  
pp. 93-115
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Operational Research ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Online Discussion Forums ◽  
University Courses ◽  
Assessment Policy

This chapter discusses findings from two initiatives for optimizing the quality of learning and assessments in online university courses at Hamdan Bin Mohammed Smart University: (1) use of mandatory assessment policy of self-paced classes to promote learner engagement and (2) achievement of learning outcomes and fairness of assessments using question and answer discussion forum platform compared with the more commonly used general discussion forum platform. With regards to the first initiative, the author undertook a case study of a policy of mandating assessment of engagement with self-paced classes at HBMSU between 2016 and 2017. Also, the author discusses findings from operational research to address the following questions: (1) How appropriate is the Q&A variant of online discussion forums in facilitating both cooperative and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums?

scholarly journals Emotional Intelligence in Distance Learning: A case study of English as a second language via distance learning

2021 ◽  
Vol 7 (3) ◽  
pp. 151-165
Author(s):  
George Boon Sai Teoh ◽  
Agnes Wei Lin Liau
Keyword(s):  
Emotional Intelligence ◽  
Second Language ◽  
Mixed Methods ◽  
Distance Learning ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Distance Learners ◽  
Quantitative Results ◽  
Learning English

Distance learners studying English confront emotionally demanding obstacles. A mixed methods study was conducted to explore the role that distance learners’ emotional intelligence (EI) plays as they learn English. In phase one of the study, 238 students responded to a composite questionnaire that yielded their EI scores, demography, and viewpoints regarding the English course. In phase two, 18 volunteers selected based on their EI scores were interviewed to obtain qualitative data to build upon the quantitative results. This paper presents a case study of a student called Aini. The findings revealed that Aini’s EI helped her manage her emotions, perceptions, and actions, and ultimately obtain her obligatory English credits for graduation. It is imperative to inculcate students’ EI to help them manage their emotions in order to adapt and persevere, not only when learning English via distance learning but also to successfully accomplish one’s goals in life.

scholarly journals Types of Interaction in Online Discussion Forums: A Case Study

2017 ◽  
Vol 3 (1) ◽  
pp. 155 ◽  
Author(s):  
Zuheir Khlaif ◽  
Hamid Nadiruzzaman ◽  
Kyungbin Kwon
Keyword(s):  
Learning Community ◽  
Computer Mediated Communication ◽  
Primary Data ◽  
Discussion Forums ◽  
Mediated Communication ◽  
Online Learning Community ◽  
Online Discussion Forums ◽  
Computer Mediated ◽  
Midwestern University

The purpose of this paper is to identify the types of students’ interaction, as well as their discussion patterns in an online course. The study took place in a large Midwestern University and 17 graduate students participated in the study. The primary data was obtained from students’ discussion forum postings. The researchers used both qualitative and quantitative approaches to describe and analyze the types of discussion and interaction. The researchers developed a coding scheme based on theories and models. The findings of the study reveal that computer mediated communication (CMC) has a positive potential to increase interaction among students. Furthermore, the findings confirm the effectiveness of asynchronous online environment in supporting online learning community. Participants were engaged in social interaction to build their knowledge. This study recommends two-way interaction for achieving sustainable discussion and promoting higher level of interaction.

scholarly journals Peer assessment for massive open online courses (MOOCs)

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Hoi K. Suen
Keyword(s):  
Formative Assessment ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Online Discussion Forums ◽  
Assessment Results

<p>The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.</p>

Video Summaries of Academic Texts

2018 ◽  
pp. 328-349
Author(s):  
Libor Stepanek ◽  
Constanza Guillermina Arriaga
Keyword(s):  
Communication Skills ◽  
Discussion Forums ◽  
Academic Texts ◽  
Online Discussion Forums ◽  
Language Courses ◽  
Video Summaries ◽  
Similarities And Differences ◽  
University Setting ◽  
Insight Into

This chapter introduces a case study on the use of video summaries in a university setting. It presents a practical insight into a simple, yet complex and versatile activity that aims at improving the language and communication skills of students in authentic intercultural academic situations. This activity has been developed, implemented and used in language courses at Masaryk University (MU), Brno, Czech Republic, and Universidad Nacional del Sur (UNS), Bahía Blanca, Argentina, since February 2014. Students undertaking language courses at MU and UNS write texts and record video summaries outside of class. They then reflect and discuss linguistic, cultural and organisational topics in class or online discussion forums. The activity consists of a set of interconnected tasks that improve students' understanding of similarities and differences between written and spoken styles, encourage their learning autonomy and enhance the authenticity of their language development.

Modeling the Model for Distributed Learning

2011 ◽  
pp. 312-327
Author(s):  
Qing Li
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Discussion Forums ◽  
Graduate Courses ◽  
Post Secondary ◽  
Online Discussion Forums ◽  
Course Work ◽  
K 12 ◽  
The Impact

Increasingly, educators in a range of venues and institutions (e.g., K-12 schools, post secondary institutions, training facilities) are being called upon to teach online. Because it is relatively new, there appears to be no commonly held pedagogy specific to online teaching and learning. Further, these educators have little or no previous experiences to draw on, and they often feel there are no best practices to guide them in their work. This study proposes to investigate an innovative approach to online learning. It explores the impact this approach has on graduate student learning and their subsequent professional practice. This research is a qualitative case study of an instructional design model. Students enrolled in two graduate courses using this model were recruited to this study. They were given an open-ended survey and artifacts from their course work and online discussion forums were reviewed.

Learning and Assessment

2011 ◽  
pp. 85-100
Author(s):  
Mary Panko
Keyword(s):  
Action Research ◽  
Online Discussion ◽  
Lessons Learned ◽  
Online Discussions ◽  
Adult Educators ◽  
Discussion Forums ◽  
Group Assessment ◽  
Online Discussion Forums ◽  
Effective Integration

This chapter reflects on the lessons learned by the developers of a courseabout self, peer, and group assessment for adult educators, large elementsof which were carried out via online discussion forums. In particular, thischapter will look in detail at the ways in which the learners used onlinediscussion forums and also examine particular exchanges to show how thegroup projects were developed in an online environment. From thesereflections come a number of pointers that may enable facilitators to eithermake changes to the way in which their courses are organised or highlightaspects to their students to enrich and simplify their learning experience.This case study represents the first iteration of an action research cyclewhere future investigations will lead to increasingly effective integration ofe-learning in the form of online discussions and the development of morestraightforward self, peer and group assessment.

scholarly journals The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Benjamin Olivier
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Online Discussion ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Online Discussion Forum ◽  
The Impact ◽  
Examination Preparation

<p class="3">This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). <em>t</em>-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in the written assignment than those students who did not attend this contact session [<em>t</em>(813) = 4.64, p = 0.00]; students who attended an examination preparation contact session did not perform significantly better in the examination than those students who did not attend this contact session [<em>t</em>(892) = 1.12, p = 0.26]; while students who used an online discussion forum performed significantly better in the final examination than those students who did not use this forum [<em>t</em>(1,013) = 4.04, p = 0.00]. Reasons for these mixed results are subsequently discussed. The study also found that the attendance of contact sessions and the utilisation of an online discussion forum by students were extremely low, and possible reasons for this are also given. Implications for the use of contact sessions and online discussion forums to improve the academic performance of ODL students are also discussed.</p>

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