Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference betweenthe settings, or that the two settings were perhaps complementary.

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Transformative Potential of Constructivist Blended Problem-Based Learning in Higher Education

Information Technology and Constructivism in Higher Education ◽

10.4018/978-1-60566-654-9.ch012 ◽

2009 ◽

pp. 182-202 ◽

Cited By ~ 1

Author(s):

Roisin Donnelly

Keyword(s):

Higher Education ◽

Professional Development ◽

Academic Staff ◽

Problem Based Learning ◽

Learning Technologies ◽

Online Discussions ◽

Face To Face ◽

The Face ◽

E Learning ◽

The Difference

This chapter critically explores the design and implementation of a blended problem-based learning (PBL) module for academic professional development in higher education. A core aspect of the chapter is the overview of the design framework used for the application and specific use of learning technologies in the PBL module. As it would appear that E-Learning courses are often lauded on the basis of their constructivist approach to learning, but in reality sustained inter-student contact and discussion can be difficult, an underlying purpose of the chapter is to show how interactional analysis helps in understanding the potential of transformative pedagogy within blended PBL. This chapter aims to highlight how emerging constructivist theories of learning may be applied to the blend of PBL and E-Learning. It addresses the need for an analysis of the interactions taking place in blended PBL with a specific focus on academic staff who are engaged in professional development in higher education in Ireland. It applies the relevant constructivist theories to the face-to-face PBL tutorials, online discussions, focus group interview texts and reflective papers generated over two years in a professional development module involving 17 academic staff. The chapter concludes with an analysis of the difference that the blended delivery made to both tutors and participants and discusses the design implications of a blended PBL model for the practice of academic development.

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Hybrid Learning

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch001 ◽

2016 ◽

pp. 1-28

Author(s):

Nahed Abdelrahman ◽

Beverly J. Irby

Keyword(s):

Higher Education ◽

Online Learning ◽

Hybrid Learning ◽

Faculty Members ◽

Learning Approaches ◽

Face To Face ◽

The Face ◽

Face To Face Learning ◽

Definition Of ◽

Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

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Evaluation of Multi-Peer and Self-Assessment in Higher Education

International Journal of Innovative Teaching and Learning in Higher Education ◽

10.4018/ijitlhe.2020010104 ◽

2020 ◽

Vol 1 (1) ◽

pp. 37-53

Author(s):

David Hassell ◽

Kok Yueh Lee

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Public Speaking ◽

Assessment Method ◽

Student Feedback ◽

Point Scale ◽

Self Assessment ◽

Speaking Assessment ◽

Similarities And Differences ◽

Fair Assessment

This article presents an evaluation of the use of peer and self-assessment as part of the learning process in a public speaking assessment coursework, with students from two departments taking part. Students were assessed by themselves, their peers and the lecturer using an online platform, Google forms, utilizing a set of rubrics. The marks were compared between markers to identify similarities and differences. After the process, student feedback on the experience was obtained using a questionnaire utilizing the Likert seven point scale to rate different questions. Analysis of the marks awarded found that whilst there might be correlations between different markers (i.e. peer – self) for marks on certain subsections of the work, there was no overall correlation between marks. Student perceptions to the exercise indicated that the use of rubrics was well received; students considered it a fair assessment method and it provided information on how to perform well in the assessment.

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The microdynamics of social regulation: Comparing the navigation of disagreements in text-based online and face-to-face discussions

Group Processes & Intergroup Relations ◽

10.1177/1368430220935989 ◽

2020 ◽

Vol 23 (6) ◽

pp. 902-917 ◽

Cited By ~ 1

Author(s):

Carla A. Roos ◽

Tom Postmes ◽

Namkje Koudenburg

Keyword(s):

Social Relationships ◽

Repeated Measures ◽

Latin Square ◽

Online Discussions ◽

Social Regulation ◽

Interpersonal Interaction ◽

Message Content ◽

Face To Face ◽

Differences Of Opinion ◽

The Face

This study explores how people navigate the field of tension between expressing disagreement and maintaining social relationships in text-based online as compared to face-to-face discussions. In face-to-face discussions, differences of opinion are socially regulated by introducing ambiguity in message content coupled with instant responding on a relational level. We hypothesized that online messages are less ambiguous and less responsive, both of which may hinder social regulation. Thirty-six groups of three unacquainted students discussed politically controversial statements via chat, video-chat (nonanonymous), and face-to-face, in a multilevel repeated measures Graeco-Latin square design. Content coding revealed that online discussions were relatively clear and unresponsive. This related to participants experiencing reduced conversational flow, less shared cognition, and less solidarity online. These results suggest that ambiguity and responsiveness enable people to maintain social relationships in the face of disagreement. This emphasizes the key role that subtle microdynamics in interpersonal interaction play in social regulation.

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FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING

Online Learning ◽

10.24059/olj.v7i3.1845 ◽

2019 ◽

Vol 7 (3) ◽

Cited By ~ 5

Author(s):

Katrina A. Meyer

Keyword(s):

Cognitive Processing ◽

Higher Order Thinking ◽

Higher Order ◽

Online Discussions ◽

Course Evaluations ◽

Threaded Discussions ◽

Face To Face ◽

Experience Of Time ◽

The Face

This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.

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Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽

10.18264/eadf.v7i2.512 ◽

2017 ◽

Vol 7 (2) ◽

Author(s):

Elaine Cristina Ferreira de Oliveira ◽

Mara Rosana Pedrinho ◽

Adriane Orenha Ottaiano

Keyword(s):

Higher Education ◽

Comparative Analysis ◽

Teacher Training ◽

Online Courses ◽

Education Institution ◽

Online Course ◽

Literacy Curriculum ◽

Reading And Writing ◽

Face To Face ◽

The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

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Student Initiative Empowers Engagement for Learning Online

Online Learning ◽

10.24059/olj.v25i3.2414 ◽

2021 ◽

Vol 25 (3) ◽

Author(s):

Houston Heflin ◽

Suzanne Macaluso

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Perceptions ◽

Online Courses ◽

Online Course ◽

Online Learning Environment ◽

Self Assessment ◽

Face To Face ◽

Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

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Hybrid Learning

International Journal of Information Communication Technologies and Human Development ◽

10.4018/ijicthd.2016010101 ◽

2016 ◽

Vol 8 (1) ◽

pp. 1-25

Author(s):

Nahed Abdelrahman ◽

Beverly J. Irby

Keyword(s):

Higher Education ◽

Online Learning ◽

Hybrid Learning ◽

Faculty Members ◽

Learning Approaches ◽

Face To Face ◽

The Face ◽

Face To Face Learning ◽

Definition Of ◽

Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Download Full-text