scholarly journals Thematic Analysis of the ‘Games' Students Play in Asynchronous Learning Environments

2014 ◽  
Vol 18 (1) ◽  
Author(s):  
Thalia MacMillan ◽  
Michele Forte ◽  
Cynthia Grant
Keyword(s):  
Discussion Board ◽  
Asynchronous Learning ◽  
Online Classroom ◽  
Student Interactions ◽  
Effective Learning ◽  
Safe Environment ◽  
Asynchronous Learning Environments ◽  
Online Discussion Board ◽  
Student Relationship ◽  
Online Conversation

The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is one of a balancing act and are potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among students within the online conversation (McDonald & Gibson, 1998). Conversations and postings made by students were examined by three raters using qualitative analysis. Thematic coding and member checking was conducted. Several prevalent themes emerged around the metaphor of playing a game. Students established rules for the game of asynchronous learning. They followed suit of the lead of player and formed team alliances while establishing who was ‘in’ and who was ‘out’ of the game. Based on these results, strategies have been identified to demonstrate techniques in how instructors can create a more effective learning environment for students, and what strategies can be used to examine and advance conversations, regardless of discipline. The techniques focus on creating awareness among students of potential issues of conflict in asynchronous student to student interactions, how to examine and engage a diversity of student perspectives, and ways to facilitate intellectual growth and advancement in the asynchronous online classroom.

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 Effectiveness of Using Online Discussion Forum for Case Study Analysis

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Ravi Seethamraju
Keyword(s):  
Online Discussion ◽  
Approaches To Learning ◽  
Discussion Board ◽  
Accounting Students ◽  
Case Study Analysis ◽  
Effective Learning ◽  
Online Discussion Forum ◽  
Online Discussion Board

Business schools are exploring new pedagogical approaches to learning in order to deal with challenges such as increased class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that blends online discussion board and case study. Analysing quantity and quality of online postings and comparing accounting students’ performance with previous cohort, this study observes a significant improvement in student learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have provided an effective learning vehicle for students, helped them overcome their own language related barriers, and encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the value of learning, however, are some of the challenges that need further attention by researchers.

scholarly journals Bladder cancer discussed in the internet: a systematic analysis of gender differences of initial posters on an online discussion board

SpringerPlus ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 445 ◽  
Author(s):  
Yannick Lippka ◽  
Oliver Patschan ◽  
Tilmann Todenhöfer ◽  
Christian Schwentner ◽  
Andreas Gutzeit ◽  
...  
Keyword(s):  
Gender Differences ◽  
Bladder Cancer ◽  
Online Discussion ◽  
Discussion Board ◽  
The Internet ◽  
Systematic Analysis ◽  
Online Discussion Board

scholarly journals Distance Teacher Training in Periods of Emergency (Covid-19 Pandemic)

2021 ◽  
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Asynchronous Learning Environments ◽  
Teaching Community ◽  
Fast Pace ◽  
E Learning ◽  
The University ◽  
Teaching Time

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience in school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of these teachers. Within this framework, fast-pace, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19March to 29April2020 in which more than 40000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the designing or planning of teaching scenarios based on the pedagogical approaches compatible with distance learning.

eLearning Pedagogy

2014 ◽  
pp. 1-23
Author(s):  
Gina M. Suriano
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Theory And Practice ◽  
Online Classroom ◽  
Online Instructors ◽  
Effective Learning ◽  
Personal Mastery ◽  
Communication Assessment ◽  
Qualitative Descriptive

The online “classroom” can be a rich learning environment; however, many instructors are inadequately prepared, thereby undermining our students’ educational experiences. The following case study is based on a retrospective of experiences as course designer and instructor, feedback and examples from student online experiences, and an analysis of scholarly research. This chapter contributes to the literature on eLearning theory and practice by providing detailed insights and improvements on methodologies, technology, and practice, thereby promoting critical thinking related to effective online instruction. A qualitative, descriptive analysis of professional development, personal mastery, organization, open communication, assessment, and an overarching element of eLearning pedagogy comprise the vital elements for sound, effective online teaching. In order for online instructors to provide a rich learning experience, these elements must be developed and implemented for effective learning outcomes.

Utilizing Digital Educational Games to Enhance Adult Learning

2018 ◽  
pp. 171-196 ◽  
Author(s):  
Leslie Cordie ◽  
Xi Lin ◽  
Nicola Whitton
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Computer Games ◽  
Instructional Strategy ◽  
Educational Games ◽  
Learning By Doing ◽  
Research Literature ◽  
Asynchronous Learning ◽  
Online Environment ◽  
Asynchronous Learning Environments

As adult educators, we strive to facilitate learning using a variety of teaching strategies that engage learners. Learning by doing is a powerful method that combines both application and practice to address the needs and motivations of adult learners. Digital educational games provide one type of an engaging instructional strategy for adult learners that can be delivered in both synchronous and asynchronous learning environments. Digital educational games are not something new, however, as they were developed soon after the first computer games (Wolfe & Crookall, 1998). Additionally, game-based educating has been used in many adult learning contexts, including the corporate environment to train staff in financial and economic skills, and in the military system for combat and strategy training (Whitton & Hollins, 2008). Despite these successful applications, there is a lack of recognition of digital educational games as a significant instructional method for the adult learner (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012; Gros, 2007). In this chapter, we review the research literature on adult learning via games in terms of learner motivation and engagement, specifically focusing on adult learning in the online environment. We will define key terms and essential characteristics of educational games, share best practices for developing and designing engaging educational games as an instructional strategy, and discuss the types of learning outcomes that can be achieved through the use of effective educational games, concentrating on adult learners in the online environment.

Knowledge Framework for Online Learning

2019 ◽  
pp. 25-42
Author(s):  
Simon Cleveland ◽  
Greg Block
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Knowledge Exchange ◽  
Real Life ◽  
Asynchronous Learning ◽  
Knowledge Framework ◽  
Knowledge Domains ◽  
Asynchronous Learning Environments ◽  
Seeking Behavior ◽  
Knowledge Seeking

While online education continues to grow, virtual instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. These challenges are especially prevalent in the cybersecurity and programming domains. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this chapter assesses knowledge factors that impact virtual knowledge transfer and absorption processes. Synchronicity framework is proposed to integrate knowledge-seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.

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