Online Discussion Boards in the Constructivist Classroom

2015 ◽  
pp. 325-340
Author(s):  
Lauren Lunsford ◽  
Bonnie Smith Whitehouse ◽  
Jason F. Lovvorn
Keyword(s):  
Online Discussion ◽  
Discussion Boards ◽  
Practicing Teachers ◽  
Constructivist Beliefs

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter introduces the idea that online discussion boards present a unique opportunity for constructivist teachers in particular and then provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

Dialogism in the Digital Age

2019 ◽  
pp. 459-476
Author(s):  
Lauren Lunsford ◽  
Bonnie Smith-Whitehouse ◽  
Jason F. Lovvorn
Keyword(s):  
Student Success ◽  
Online Discussion ◽  
Digital Age ◽  
Discussion Boards ◽  
Student Centered ◽  
Student Relationships ◽  
Practicing Teachers ◽  
Constructivist Beliefs ◽  
The Way

The purpose of this chapter is to provide pre-service and practicing teachers a constructivist lens for viewing how they use technology, specifically online discussion boards, in their classrooms. The chapter explores the way that student-focused and constructivist teachers can utilize technology in ways that remain consistent with maintaining important student relationships, which are so central to paradigm and student success overall. This chapter explores the role of dialogism in a student-centered classroom and provides several specific and practical strategies for ways to use discussion boards in the classroom. Each of these strategies connects to the roots of constructivist beliefs. In particular, this chapter highlights the role that writing can play when using this technology.

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.  

A Thematic Analysis of Online Discussion Boards for Brachial Plexus Injury

2016 ◽  
Vol 41 (8) ◽  
pp. 813-818 ◽  
Author(s):  
Marie T. Morris ◽  
Aaron Daluiski ◽  
Christopher J. Dy
Keyword(s):  
Brachial Plexus ◽  
Thematic Analysis ◽  
Brachial Plexus Injury ◽  
Online Discussion ◽  
Discussion Boards

Situating Social Identity through Language Convergence in Online Groups

2010 ◽  
pp. 1433-1444
Author(s):  
Scott L. Crabill
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Online Discussion ◽  
Online Communication ◽  
Discussion Board ◽  
Board Members ◽  
Discussion Boards ◽  
Identity Creation ◽  
Online Groups ◽  
Face To Face

According to social identity theory, individuals create and maintain their social identity through group membership. During face-to-face interactions within a group, people assess various verbal and nonverbal cues to influence the perceptions of themselves by others. However, in the context of online communication these cues are not as readily available. A screen name can be viewed as part of an individual’s “social identity creation”: a message that members of online discussion boards interpret and react to while trying to situate themselves within the group. This chapter explores how language convergence can function as a cue that facilitates situating social identity within online in-groups. Results of a content analysis of 400 screen names suggest that the screen names of discussion board members serve as an organizing variable for participants to situate themselves socially within the context of online interaction.

Integrating Technology: An innovative approach to improving online discussion boards

eLearn ◽  
2018 ◽  
Vol 2018 (12) ◽  
Author(s):  
Frederick R. Kates ◽  
Hanadi Hamadi ◽  
Malcolm M. Kates ◽  
Samantha A. Larson ◽  
George Raul Audi
Keyword(s):  
Online Discussion ◽  
Innovative Approach ◽  
Discussion Boards ◽  
Integrating Technology

Hair Matters: Toward Understanding Natural Black Hair Bias in the Workplace

2019 ◽  
Vol 26 (3) ◽  
pp. 389-401 ◽  
Author(s):  
Gail A. Dawson ◽  
Katherine A. Karl ◽  
Joy V. Peluchette
Keyword(s):  
Black Women ◽  
Qualitative Analysis ◽  
Online Discussion ◽  
Qualitative Approach ◽  
Labeling Theory ◽  
Black Hair ◽  
Self Concept ◽  
Future Research ◽  
Discussion Boards ◽  
Negative Consequences

Using an inductive qualitative approach, this study examined natural Black hair bias in the workplace. An analysis of 274 comments posted to online discussion boards revealed that some Black women are embracing natural hairstyles, but many feel pressured to conform to Eurocentric hairstyles and some have experienced negative consequences stemming from their natural hairstyle choices. Within the comments, three major themes, namely,(1) hair bias, (2) identity (including self-concept and identity transition), and (3) conformity, as well as five minor themes, were identified. Based on the qualitative analysis, we identified labeling theory, identity theories (self-concept and identity transition), and the facades of conformity theory as relevant and useful in guiding future research. The key themes were integrated into a model to provide a more comprehensive story of hair bias experiences that may be useful in guiding future research.

scholarly journals Qualitative Analysis of the Content Found in Online Discussion Boards for Urethral Stricture Disease and Urethroplasty

Urology ◽  
2019 ◽  
Vol 130 ◽  
pp. 155-161 ◽  
Author(s):  
Benjamin E. Cedars ◽  
Andrew J. Cohen ◽  
Kirkpatrick B. Fergus ◽  
Nima Baradaran ◽  
Medina Ndoye ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Urethral Stricture ◽  
Online Discussion ◽  
Discussion Boards ◽  
Urethral Stricture Disease

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.

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