Forum/Threaded Discussion

2015 ◽  
pp. 4817-5457
Author(s):  
Marie Pavlis-Korres
Keyword(s):  
Threaded Discussion

Cyberservices: What's Important and How Are We Doing?

NASPA Journal ◽  
2003 ◽  
Vol 40 (2) ◽  
Author(s):  
Joan B Hirt ◽  
Darrell Cain ◽  
Brad Bryant ◽  
Eric Williams
Keyword(s):  
Distance Learning ◽  
Colleges And Universities ◽  
Distance Learners ◽  
Threaded Discussion ◽  
Learning Programs ◽  
On Line ◽  
Line Survey ◽  
Class Status

As colleges and universities develop distance learning programs, administrators have scrambled to provide on-line services for distance learners. But do learners need such services? The present study examined how important services were for distance learners and how satisfied they were with the services provided to them. Data were collected through a national on-line survey and threaded discussion. Results revealed that services overall were not particularly important to participants, though there were significant differences by age and class status.

The Gender Communication Gap in Online Threaded Discussions

2011 ◽  
pp. 15-28
Author(s):  
David Gefen ◽  
Nitza Geri ◽  
Narasimha Paravastu
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Gender Segregation ◽  
Direct Result ◽  
Threaded Discussions ◽  
Gender Communication ◽  
Threaded Discussion ◽  
Conversational Behaviors ◽  
Enhance Student Learning ◽  
Practical Implications

Threaded discussions are one of the central tools of online education. These tools enhance student learning and compensate for the lack of social interaction. This study examines whether these social interactions are affected by some typical gender related conversational behaviors, despite the fact that these threaded discussion are designed to operate in a seemingly gender neutral online environment. That men and women communicate differently in open conversation due to their different respective social objectives in communication is at the core of sociolinguistic theory. A direct result of these differences is a tendency toward same-gender oral conversations. To some extent, according to sociolinguists, cross-gender communication resembles cross cultural conversations. This study analyzes threaded discussions in online courses through the lens of sociolinguistic theory, and conjectures that these gender differences should be reflected in mild gender segregation in the threaded discussions as well as men showing a greater inclination to dominate the discussion. Data from 233 students in 27 online courses support these hypotheses and enable a significant identification of the gender of the student based on whom they reference in the threaded discussion and the way they reference others. Theoretical and practical implications on managing threaded discussions are discussed along with directions for further research.

CMC and Intercultural Learning

2011 ◽  
pp. 361-376 ◽  
Author(s):  
Martina Möllering ◽  
Markus Ritter
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Software Tools ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intercultural Learning ◽  
Global Networks ◽  
Learning And Teaching ◽  
Threaded Discussion ◽  
E Mail

One key theme in the area of computer-assisted language learning has been the potential of computermediated communication (CMC) for the language learning process. Here, CMC refers to communication conducted through the medium of computers connected to one another in local or global networks. It requires specific software tools and can be either synchronous (e.g., chat, audio- or videoconferencing) or asynchronous (e.g., e-mail, threaded discussion lists). This chapter explores how CMC might contribute to language learning and teaching. Starting off with an overview of the development of research in this field, a model for the analysis of successful telecollaboration procedures and processes is used for the discussion of a German-Australian exchange.

Reusability of Online Role Play as Learning Objects or Learning Designs

2011 ◽  
pp. 761-776 ◽  
Author(s):  
Sandra Wills ◽  
Anne McDougall
Keyword(s):  
Role Play ◽  
Learning Objects ◽  
Discussion Forum ◽  
Learning Object ◽  
Learning Design ◽  
Web Based ◽  
Threaded Discussion ◽  
Learning Object Repositories ◽  
E Mail ◽  
Australian Universities

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance to uptake, from the perspective of two often polarized constructs: learning object and learning design. The study treats “reuse” in two ways: reuse of an existing online role play and reuse of an online role play as the model for another role play. The first type of reuse implies the online role play is a learning object and the second type implies the online role play derives from a learning design. Online role play consists of a scenario and a set of roles that students adopt in order to collaboratively solve a problem, create something, or explore an issue via e-mail or a combination of e-mail and Web-based threaded discussion forum. Thirty-six role plays of this type were identified in Australian universities of which 80% were reuse of a learning design. Only three examples of role play as a learning object were found, suggesting that learning design is a useful concept for understanding how to support reusability in universities. Other affordances to uptake of role play were also tracked. This indicated that the contribution of educational developers far outweighed that of academic colleagues, conferences, journals, and engines. The results have implications for the work practices of educational developers and for managers of learning object repositories.

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