scholarly journals Discussion Forums as a Learning Material in Higher Education Institutions

2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Hakan KILINC ◽  
Hakan Altinpulluk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Group Discussion ◽  
Point Of View ◽  
Learning Material ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Discussion Forums ◽  
Face To Face Learning

Discussion forums, which have more features among the tools used in the online group discussion process, are the most preferred learning tool in this process. Instructors, from elementary school to college often use online discussion forums to encourage interaction and complex thinking that are not always effective in traditional face-to-face learning situations. Discussion forums are a tool that enables learners to create information, collaborate and interact simultaneously or asynchronously in the online learning environment. In addition, it allows more time for all learners to reflect on their own ideas and respond to other learners in the learning process. However, it is seen that there are not enough studies on the usability of discussion forums, which are an effective learning material used in online learning environments. From this point of view, this study investigates the usability of discussion forums in online learning environments. In this study, in which qualitative research method was used, the opinions of 8 field experts determined by purposeful sampling method were consulted in the context of the use of discussion forums in online learning environments. With the investigation of the usability of discussion forums in online learning environments, it is predicted that the efficiency to be obtained from these environments will increase.

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

Online Learning Teams

2011 ◽  
pp. 1519-1524
Author(s):  
Carla J. Thompson
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Role Playing ◽  
Online Learning Environments ◽  
Face To Face ◽  
Learning Programs ◽  
Team Player ◽  
Familiar Expression

Team player, a familiar expression in many educational and workplace environments, is also an important component of online learning environments. The inclusion of teams and groups in discussions, group projects, problem-solving exercises, and role playing activities is a vital part of teaching and learning that encourages students’ social interaction and leadership skills. The need for students in online environments to acquire and use social skills such as cooperative learning skills, group discussion strategies, and conflict resolution skills, that are traditionally included in face-to-face teaching and learning environments is an intrinsic goal of online teaching and learning. A brief historical perspective of the development of online learning programs highlights some of the factors that have influenced the need for including student teams in online learning environments.

scholarly journals A scale development study for assessing the effectiveness of blended learning environments

2013 ◽  
Vol 3 (3) ◽  
pp. 11-26 ◽  
Author(s):  
Emine Cabı ◽  
Yasemin Gülbahar
Keyword(s):  
Online Learning ◽  
Scale Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Reliability And Validity ◽  
Development Study ◽  
Online Learning Environments ◽  
Face To Face ◽  
Development Data

This study is conducted to develop a scale for assessing the effectiveness of blended learning environments based on the features of both face-to-face and online learning environments and provide suggestions for stakeholders. In the process of scale development, data gathered from 314 students were analyzed. The reliability and validity results for collected data were found to be acceptable since they were between or above the expected value. Based on the analysis it is found that the scale is composed of 55 items having a structure of 4 factors. Hence, it can be concluded that "Effectiveness of Blended Learning Environments Scale" is found as reliable and valid, and can measure what it aims to measure. Blended Learning Environment Scale, which was developed and analyzed for reliability and validity throughout this study, is expected to facilitate the further research studies that focused on blended learning environments.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4212 ◽  
2019 ◽  
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

The Importance of Social Presence and Strategies for Incorporating It Into an Online Course

2020 ◽  
pp. 107-122
Author(s):  
Joshua Elliott
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Course Delivery ◽  
Online Course ◽  
Online Learning Environments ◽  
Face To Face ◽  
Online Interactions

As with any mode of course delivery, there are both positives and negatives to online learning. There are the commonly cited positive features of online learning like the removal of geographic restrictions and scheduling barriers. Limitations may include unfamiliarity for those new to online learning and misunderstandings resulting from the transition from primarily face-to-face interactions to only online interactions. One of the nice things about online learning environments is that many of the possible drawbacks can be countered turning them into strength. Building a strong social presence in an online course can help with this. This chapter discusses three categories of strategies for building a social presence; ice breakers, netiquette activities, and discussion activities.

scholarly journals An Exploration of Metacognition in Asynchronous Student-Led Discussions: A Qualitative Inquiry

2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Martha M. Snyder ◽  
Laurie P. Dringus
Keyword(s):  
Learning Environments ◽  
Online Discussion ◽  
Qualitative Inquiry ◽  
Online Discussions ◽  
Effective Strategy ◽  
Discussion Forums ◽  
Online Learning Environments ◽  
Online Discussion Forums ◽  
Socially Situated ◽  
Study Student

Research is limited on how metacognition is facilitated and manifested in socially situated online learning environments such as online discussion forums. We approached metacognition as the phenomenon of interest partly through a methodological objective to evaluate the relevance of a metacognition construct and partly through a content objective to study student-led facilitation of discussions as a strategy in promoting metacognition. Results revealed that the metacognition construct was useful in helping us understand and organize the data and student-led online discussions can be an effective strategy for helping students develop dimensions of metacognition including knowledge, monitoring, and regulation. However, in order for students to use these skills effectively, instruction, motivation, and guidance are needed particularly related to regulation of metacognition and co-construction of meaning.

scholarly journals Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students

10.28945/4290 ◽  
2019 ◽  
Vol 16 ◽  
pp. 051-059
Author(s):  
Eugenia M. W. Ng
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Peer Interactions ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Approaches ◽  
Postgraduate Students ◽  
Face To Face ◽  
Post Test ◽  
Face To Face Learning

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

scholarly journals A collaborative design model to support hybrid learning environments during COVID19

2020 ◽  
Author(s):  
Thomas Cochrane ◽  
James Birt ◽  
Neil Cowie ◽  
Chris Deneen ◽  
Paul Goldacre ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Collaborative Design ◽  
Distributed Learning ◽  
Hybrid Learning ◽  
Environment Design ◽  
Resource Guide ◽  
Face To Face ◽  
Learning Environment Design ◽  
Face To Face Learning

COVID-19 has catalyzed online learning environment design across all university disciplines, including the traditionally practice-based disciplines. As we move from a rapid response triage mode of online learning towards a more sustained engagement with a mix of online and face-to- face learning environments (particularly for practice-based learning) we face some unique challenges. This concise paper explores an example of collaborative co-creation and co-design of a resource guide as a response to the challenges of COVID-19 for best practices for designing hybrid learning environments to facilitate distributed learning environments (face-to-face and remote students). The co-creative co-design of the resource guide highlights some of the identified key design principles behind facilitating distributed learning communities.

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