scholarly journals Analyzing Responses Moves and Roles in Online Discussions

10.28945/3323 ◽  
2009 ◽  
Author(s):  
Craig Wishart ◽  
Retta Guy
Keyword(s):  
Historically Black ◽  
Online Discussions ◽  
Online Classroom ◽  
Vast Number ◽  
Course Content ◽  
Threaded Discussions ◽  
Full Participation ◽  
Summer Sessions ◽  
Exchange Structure ◽  
Student Exchanges

There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions. This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser’s Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.

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 Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

2021 ◽  
Vol 20 (11) ◽  
pp. 154-169
Author(s):  
Vinu Sherimon ◽  
P. C Sherimon ◽  
Leena Francis ◽  
Disha Devassy ◽  
Teresa K George
Keyword(s):  
Professional Growth ◽  
Online Survey ◽  
Online Courses ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Student Enrollment ◽  
Success Rates ◽  
Massive Open Online ◽  
Vast Number ◽  
Course Content

This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.

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

2019 ◽  
Vol 7 (3) ◽  
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.

scholarly journals Copyright for Online Teaching

2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin
Keyword(s):  
Online Teaching ◽  
Fair Use ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Online Classroom ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Digital Or

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

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.

scholarly journals Student Perceptions of Various E-Learning Components

10.28945/3204 ◽  
2008 ◽  
Author(s):  
Nicole Buzzetto-More
Keyword(s):  
Learning Community ◽  
Historically Black ◽  
Student Perceptions ◽  
Learning Experiences ◽  
Course Content ◽  
Historically Black University ◽  
Online Submission ◽  
E Learning ◽  
Electronic Technologies ◽  
Comprehensive Study

Learning that is facilitated by electronic technologies, otherwise known as e-Leaming, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of courses were specially designed to be intensive hybrid learning experiences. The Blackboard CE 6 Course Management System was adopted and paper-less learning experiences created. The results of the analysis indicate that students find course Websites to be helpful resources that enhance the understanding of course content, and that these Websites will continue to have an impact on higher education in the future. The examination of individual e-learning components indicated that students responded favorably to most available features. The strongest preference noted in this study was towards the online submission of assignments, with students overwhelmingly noting that they like having the ability to check their assignment grades online.

Increasing Retention of Linguistically-Disadvantaged College Students in South Africa

2020 ◽  
pp. 146-180
Author(s):  
Denise Carpenter Mussman ◽  
Venicia F. McGhie
Keyword(s):  
South Africa ◽  
Historically Black ◽  
English Language ◽  
Academic Language ◽  
Language Skills ◽  
The Self ◽  
Written Feedback ◽  
Course Content ◽  
Course Assessment ◽  
Historically Black University

This chapter discusses a two-week pre-semester course in English academic language skills to improve learning outcomes of second and additional English language speaking students at a historically Black university in South Africa, a country that faces tremendous challenges with educational inequities. Prof. Venicia McGhie created and organized the program, and Dr. Denise C. Mussman taught the course content. This chapter reports on and discusses the challenges that cause many students to fail or dropout of higher education studies, the curriculum of the pilot course, assessment results, and written feedback from students on which lessons helped them most. The smaller class size, speaking activities, and explicit lessons on grammar and writing all contributed positively to the self-efficacy of the students.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

scholarly journals Integration of TED-Ed Lessons and TED and TEDx Talks to Enhance College Classroom Instruction

2018 ◽  
Author(s):  
Jose G. Lepervanche Valencia
Keyword(s):  
Classroom Instruction ◽  
Online Discussions ◽  
College Classroom ◽  
Global Learning ◽  
Course Content ◽  
State College ◽  
Team Projects ◽  
Innovative Methodology ◽  
Innovative Learning ◽  
Development Goals

Florida State College at Jacksonville (FSCJ) obtained a TEDx license to offer educational events and additional learning resources to enhance college classroom instruction. TEDxFSCJ has organized annual conferences and salons with selected faculty, graduates, and students as  speakers. This work presents how TEDxFSCJ Talks and other TEDx and TED Talks have been used to create innovative TED Ed Lessons as tools to expand learning beyond course content and textbooks. Innovative learning experiences include video discussions and roundtables, workshops for faculty to learn how to create TED Ed Lessons, workshops and mentoring to TEDxFSCJ speakers to create their own TED Ed Lessons, combined online discussions in different courses using TED Ed platform, interactive TEDxFSCJ Salons, simulcasts, Learning Adventures, and integration of all TED resources in blogs and Learning Management Systems.  TEDxFSCJ Learning Adventures have been used in Management courses during academic year to plan and deliver team projects using selected talks related to leadership, social responsibility and Sustainable Development Goals. Results show that new TED Ed Lessons can be created to follow up engagement. Additionally, team projects in other disciplines can be developed using this innovative methodology. TED resources offer global learning opportunities to build engagement.

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