scholarly journals Collaboration through Online Discussion Board: A Discourse Analysis of CALL in a Normal University in China

2020 ◽  
Author(s):  
Cheng Hsu
Keyword(s):  
Discourse Analysis ◽  
Online Discussion ◽  
Mainland China ◽  
Discussion Board ◽  
First Year ◽  
Discussion Boards ◽  
Graduate Course ◽  
Self Evaluation ◽  
Online Discussion Board ◽  
Normal University

Ever since the COVID-19 pandemic, all students take courses online in Mainland China at the beginning of the semester. The discourse for communication online is important for a successful course. In this study, the online discussion board assignment of a college graduate course was analyzed for the discourse patterns based on Vygotsky’s Cultural-historical theories that are more pragmatic than linguistics (Wertsch, 1990) and miss communication between students (Forman & McCormick, 1995). The course was taught and communicated in all-English. Participants are first-year graduate students in one Normal University in Northern Jiangsu Province in China. Data were generated based on a discourse analysis qualitative research and analyzed using the histogram and qualitative discourse pattern analysis. Findings for the histogram showed a late assignment submission, while more than half of students submitted during the final three days while having 11 days to finish. Patterns of responding were discussed in "questions with most responses" and "questions with no response." The open-ended questions allow respondents to utilize knowledge previously acquired as mediation for further discussions, while close-ended questions received a pattern of the contribution of degrading. Questions with no responses were mostly posted during the final two days. The discourse pattern of online discussion boards, thus manifested itself as a mediation tool for idea exchange not only online for peer evaluation but also self-evaluation.

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 A good sine? Seeking math help using crowdsourced online discussion boards

2019 ◽  
Vol 17 (1) ◽  
pp. 78-93
Author(s):  
Ann Y Kim ◽  
Ian Thacker
Keyword(s):  
Learning Strategies ◽  
Online Discussion ◽  
Discussion Board ◽  
Discussion Boards ◽  
Self Regulated Learning ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion ◽  
One Year ◽  
Khan Academy

We examined asynchronous online discussion boards, specifically those that are unmediated by teacher figures, to identify characteristics of these spaces that support or constrain students as they seek help in mathematics. We analyzed 86 questions and 114 associated responses posted to two Khan Academy discussion boards centered around two related trigonometry lessons. The platform created a space where students could ask a variety of questions ranging from those requesting math definitions and explanations of math procedures to justifications for why formulas are true. However, crowdsourced replies to questions were delayed, sometimes taking more than one year for a reply to be posted; content of student replies did not always match the content of the questions posed; and the quality of the replies varied considerably, some replies were helpful or resourceful while others were incorrect or vague. These challenges seemed connected to the unmediated nature of this type of asynchronous online discussion board. We argue that this online learning environment demands additional self-regulated learning strategies such as awareness of one’s needs and the timeframe in which they must be met. We also discuss implications for research and practice.

Best Practices for Engaging Graduate Students in Problem-Based Learning

2019 ◽  
pp. 21-48
Author(s):  
Marcella Jeanne Kehus
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Online Courses ◽  
Online Discussion ◽  
Problem Based Learning ◽  
Discussion Board ◽  
Discourse Community ◽  
Discussion Boards ◽  
Online Discussion Board ◽  
The One

In this chapter, the author discusses two graduate online courses and the use of the online discussion boards specifically as they were used for problem-based learning. In the first course, the instructor scaffolded the learning more closely by providing a specific case to be solved by students and by providing specific instructions. In the second course, students were in the field tutoring and were to use the online discussion board as a place to bring their problems or issues to be problem-solved by the group. In this second context, graduate students became a discourse community developed their own ways of solving problems, working sometimes as more knowledgeable others and sometimes as the one seeking assistance, and generally encouraged each other. The instructor, after providing instruction and modeling during the first course, had little role during the second course besides providing resources, monitoring, and providing occasional corrections.

Developing Asynchronous Online Discussion Boards to Increase Student Engagement and Learning

2020 ◽  
pp. 134-151
Author(s):  
Marla J. Lohmann ◽  
Kathleen A. Boothe
Keyword(s):  
Student Engagement ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Online Faculty ◽  
Group Discussions ◽  
Quality Instruction ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion

The asynchronous online discussion board is a vital means of engaging learners and providing high quality instruction for students. In the past, these discussion boards have been primarily text-based, but online faculty are increasingly implementing discussion formats to increase student engagement and learning. Evidence-based online discussions include (1) both whole-class and small group discussions, (2) debates, (3) sharing products, (4) video-based discussions, (5) word cloud-based discussions, (6) jigsaw discussions, and (7) student choice in response format. In this chapter, the authors provide an overview of the literature regarding asynchronous discussions, as well as personal experience and recommendations based on their combined eight years of online instruction.

scholarly journals Development of a rubric to assess student participation in an online discussion board

2020 ◽  
Author(s):  
Elizabeth Ware
Keyword(s):  
Learning Environment ◽  
Online Discussion ◽  
Student Participation ◽  
Summative Assessment ◽  
Discussion Board ◽  
Discussion Boards ◽  
Assessment Task ◽  
Contentious Issue ◽  
Online Discussion Board ◽  
New Ideas

Online discussion boards provide opportunities for students to share experiences, consolidate knowledge, explore new ideas, and feel connected to other students and faculty. Despite the benefits, many students do not voluntarily engage in discussion board activities. Mandating participation is a contentious issue, but after reviewing the literature, a summative assessment task and a rubric were developed and trialed in a fully online, Australian postgraduate course. An audit of the discussion board posts from two semesters without the assessment task, and two semesters using the assessment task, found the quality and quantity of posts increased. There were significant improvements in regularity, discussion of course concepts, translation to relevant experiences, and support and encouragement for other learners. The initiative successfully created a learning environment and is being implemented in other subjects.

A Proposed Cohesive Use of Online Discussion Board from the Aspects of Instructional and Social Interactions in Engineering Education

2018 ◽  
Vol 8 (3) ◽  
pp. 33-44 ◽  
Author(s):  
Yaming Tai ◽  
Yu-Liang Ting ◽  
Teng-Hui Tseng
Keyword(s):  
Social Interactions ◽  
Digital Literacy ◽  
Online Discussion ◽  
Discussion Board ◽  
Learning Activity ◽  
Class Discussion ◽  
Networked Learning ◽  
Discussion Boards ◽  
Online Discussion Board ◽  
Activity Design

This article uses instructional and social interactions in the current era of networked learning as a conceptual metaphor to guide the design of engineering learning practice. Because of students' digital literacy and their customary means of acquiring information and peer-to-peer interaction, researchers have also explored the potentials of implementing social networks for student learning. This article values these two trends and explores how both mechanisms can be implemented in an engineering course. The topics delivered to students should be based on the needs of daily life. In addition, students in online discussion board-related learning are introduced to discussing their works. A learning activity design is proposed with the aim of providing a richer understanding of the interactional relationship between instructional and social interactions regarding the use of online discussion boards. The main findings reveal the importance of re-designing the online discussion board to bridge students' study between in-class and out-of-class discussion.

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
Sign in / Sign up

Export Citation Format

Share Document