scholarly journals Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Amy T Peterson ◽  
Patrick N. Beymer ◽  
Ralph T. Putnam
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Online Courses ◽  
Theory And Practice ◽  
Group Discussions ◽  
Face To Face ◽  
Asynchronous Interaction ◽  
Small Group Discussions ◽  
The Relationship ◽  
Robust Evidence

Supporting productive peer-to-peer interaction is a central challenge in online courses.  Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face cooperative learning (Johnson & Johnson, 1989), online modes of cooperative learning have provided mixed results. This study examines the effects of synchronous versus asynchronous interaction on students’ sense of cooperation, belonging, and affect in online small-group discussions. Fifty-two undergraduate students were assigned to synchronous and asynchronous interaction conditions.  The findings support prior research that asynchronous communication interferes with the relationship between cooperative goals and the outcomes of cooperation. Results inform theory and practice, by showing that asynchronous cooperative learning may not work as designed because the presence of cooperative goals do not predict cooperative outcomes.

scholarly journals ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Erik W. Black ◽  
Joe Greaser ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Future Research ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from these students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses, and results suggest that future research needs to consider whether students who engage in online learning have different ideas about what constitutes cheating.

ACADEMIC DISHONESTY IN TRADITIONAL AND ONLINE CLASSROOMS: DOES THE “MEDIA EQUATION” HOLD TRUE?

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Joe Greaser ◽  
Erik W Black ◽  
Kara Dawson
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Face To Face ◽  
Traditional Courses ◽  
Online Classrooms ◽  
The Media ◽  
The Relationship

Limited empirical research exists regarding the prevalence of academic dishonesty in the online classroom. This limited evidence supports the notion that factors contributing to academic dishonesty in the traditional classroom also apply to online courses. The purpose of this study is to explore the relationship between factors known to contribute to academic dishonesty in traditional courses with undergraduate students’ perceptions of cheating in online courses. 1068 undergraduates enrolled in online courses completed a survey exploring factors known to contribute to academic dishonesty in face-to-face classes and their perception of their peers’ level of cheating in online courses. Researchers employed bivariate correlations and multiple regression on data obtained from the sample of 1068 students. Results suggest factors known to contribute to academic dishonesty in face-to-face classes have little influence in online courses and suggest students who engage in online learning may have differing ideals as to what constitutes cheating.

Dave Snowden on KM and big data/analytics: interview with David J. Pauleen

2017 ◽  
Vol 21 (1) ◽  
pp. 12-17 ◽  
Author(s):  
David J. Pauleen
Keyword(s):  
Big Data ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Theory And Practice ◽  
Content Type ◽  
Face To Face ◽  
The Relationship ◽  
A Company ◽  
Practical Implications ◽  
Scientific Officer

Purpose Dave Snowden has been an important voice in knowledge management over the years. As the founder and chief scientific officer of Cognitive Edge, a company focused on the development of the theory and practice of social complexity, he offers informative views on the relationship between big data/analytics and KM. Design/methodology/approach A face-to-face interview was held with Dave Snowden in May 2015 in Auckland, New Zealand. Findings According to Snowden, analytics in the form of algorithms are imperfect and can only to a small extent capture the reasoning and analytical capabilities of people. For this reason, while big data/analytics can be useful, they are limited and must be used in conjunction with human knowledge and reasoning. Practical implications Snowden offers his views on big data/analytics and how they can be used effectively in real world situations in combination with human reasoning and input, for example in fields from resource management to individual health care. Originality/value Snowden is an innovative thinker. He combines knowledge and experience from many fields and offers original views and understanding of big data/analytics, knowledge and management.

Navigating Theory and Practice Through Evaluation Fieldwork

2016 ◽  
Vol 38 (4) ◽  
pp. 493-506 ◽  
Author(s):  
Jill Anne Chouinard ◽  
Ayesha S. Boyce ◽  
Juanita Hicks ◽  
Jennie Jones ◽  
Justin Long ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Theory And Practice ◽  
Cultural Dynamics ◽  
Group Discussions ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Reflective Journals ◽  
The Social ◽  
The World ◽  
The Relationship

To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation.

scholarly journals Increasing Social Presence in Online Learning through Small Group Discussions

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee
Keyword(s):  
Online Learning ◽  
Small Group ◽  
Group Size ◽  
Social Presence ◽  
Social Space ◽  
Online Courses ◽  
Group Versus ◽  
Online Discussions ◽  
Group Discussions ◽  
Small Group Discussions

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

scholarly journals Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Maria Joseph Israel
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Traditional Classrooms ◽  
Teachers Colleges ◽  
Face To Face ◽  
Massive Open Online Course ◽  
Current Trends ◽  
Conventional Classroom

<p class="BodyA">The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This paper reviews some recent experiments in the context of current trends in MOOCs by examining methodologies utilized in blended MOOCs in a face-to-face environment. This paper further discusses the preliminary findings related to its effectiveness of learning outcomes and its impact on students and instructors in blended MOOCs format. The review of blended MOOCs in classrooms assists to form the emerging consensus on integrating MOOCs in conventional classroom settings, while highlighting potential opportunities and challenges one might face when implementing MOOCs in similar or entirely different contexts.</p>

scholarly journals CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 279-309
Author(s):  
Norhafezah Yusof ◽  
Tengku Faekah Tengku Ariffin ◽  
Rosna Awang Hashim ◽  
Hasniza Nordin ◽  
Amrita Kaur
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Face To Face ◽  
Structural Support ◽  
Cognitive Autonomy ◽  
Service Learning Projects ◽  
Group Interviews ◽  
The Relationship ◽  
Ministry Of Higher Education

Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning. Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community. Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.

“Us Boys like to Read Football and Boy Stuff”: Reading Masculinities, Performing Boyhood

2002 ◽  
Vol 34 (4) ◽  
pp. 465-500 ◽  
Author(s):  
Elizabeth Dutro
Keyword(s):  
Fifth Grade ◽  
Reading Practices ◽  
African American Boys ◽  
Group Discussions ◽  
Race And Gender ◽  
Reading Experience ◽  
Small Group Discussions ◽  
Boys Of Color ◽  
And Gender ◽  
The Relationship

In this qualitative study, I explore how one group of fifth grade African American boys performed masculinity through classroom reading practices. I focus on two aspects of boys' experiences with masculinity: first, how reading practices made visible some of the ways that masculinities were performed in the classroom, particularly how boys defined themselves in relation to each other and to girls; and, second, how boys' performances of masculinity were disrupted through a particular reading experience in which they were required to read texts that they had previously rejected on the basis of gender. Interest in masculinity has recently increased, both in literacy and other humanities and social science fields. Yet, few studies have examined the intersection of masculinity and literacy in classrooms, particularly for boys of color. This study grounds boys' practices of masculinity and reading in recent discussions of masculinity in the popular press and theories of performance, critical and poststructuralist theories and scholarship on the intersections of race and gender. Drawing on interviews, fieldnotes, and transcripts of small group discussions, I show how the boys' performances of masculinity, particularly the relationship between dominant and subordinated masculinities and dichotomous notions of masculine/feminine, both shaped and were shaped by boys' choices of what to read and their conversations about books. These boys' experiences point to the complexities and possibilities of engaging masculinities in literacy classrooms and encouraging boys to adopt a different discourse of masculinity that is less reliant on defining itself in opposition to femininity and other masculinities.

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