"Cross Talk"

2010 ◽  
pp. 209-225 ◽  
Author(s):  
Susan J. Wegmann
Keyword(s):  
Cross Talk ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Course ◽  
Discussion Boards ◽  
Online Instructors ◽  
Face To Face ◽  
Computer Mediated ◽  
Asynchronous Online Discussions ◽  
College Classes

Asynchronous online discussions can be complex and fruitful, mimicking their face-to-face counterparts in undergraduate college classes. However, some researchers note a discrepancy in substance and interest levels between online and face-to-face discussions. This chapter describes the interactions of one thriving student in an asynchronous online course. It analyzes the student’s interactions with his peers, and uses these interactions to provide ways that online instructors can structure courses to optimize genuine and engaging online discourse. Additionally, it suggests that students and instructors who assume a Connected Stance show a depth of learning within the computer-mediated framework. Finally, it provides a unique format for analyzing online discussion boards.

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 Impact of using learning analytics in asynchronous online discussions in higher education

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Juan Pedro Cerro Martínez ◽  
Montse Guitert Catasús ◽  
Teresa Romeu Fontanillas
Keyword(s):  
Learning Analytics ◽  
Participatory Design ◽  
Online Discussion ◽  
Learning Processes ◽  
Online Discussions ◽  
Communication Process ◽  
Control Groups ◽  
Implementation Phase ◽  
Design Based Research ◽  
Asynchronous Online Discussions

Abstract Following asynchronous online discussion activities as a complex communication process is a demanding task for teachers. In this paper, the authors have explored the potential in supporting such activity through learning analytics. From the beginning, the authors acknowledged the limitations of technology to support the complexities of a pedagogical activity. Therefore, the methodology used was participatory design-based research (DBR) divided into two main stages. The first design phase dealt with the engagement of teachers and pedagogical experts in defining the data and metrics to be used to support the pedagogical concepts. The second consisted of an implementation phase including pilots with students and with crucial engagement of teachers in commenting their understanding over students’ learning processes and the feedback the teachers could offer to them. Overall, the students shown improvements in their performance as monitored through the learning analytics group in contrast with control groups. The discussion over the design and its results could be potentially extrapolated to other educational contexts.

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.

scholarly journals Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign

2015 ◽  
Vol 31 (4) ◽  
Author(s):  
Christine Howitt ◽  
Mark Pegrum
Keyword(s):  
Flipped Classroom ◽  
Postgraduate Education ◽  
Online Discussions ◽  
Discussion Boards ◽  
Engaged Learning ◽  
Face To Face ◽  
Critical Friends ◽  
Mind Maps ◽  
Listening Pedagogy ◽  
Education Courses

<p>This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in the form of face-to-face discussions, online discussions, emails, mind maps, multimodal discussion boards and end-of-semester university surveys. Over a period of 2 years, both lecturers moved from an initial focus on technology and organisation to a focus on pedagogy, while coming to see themselves as (re-)designers of learning. Technologically, the need for time to select and learn to work with appropriate software emerged as a key theme. Organisationally, the need for time to plan and to identify lecturer expectations of students emerged as key themes. Pedagogically, a shift occurred towards a <em>listening pedagogy</em> on the part of the lecturers, and towards more active and engaged learning on the part of the students. It was found necessary to ensure a close fit between what to present in flipped mode, what to do in class time, and how to assess students formatively and summatively.</p>

scholarly journals Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

10.28945/2268 ◽  
2015 ◽  
Vol 14 ◽  
pp. 243-256
Author(s):  
Michelle WL Fong
Keyword(s):  
Business Ethics ◽  
Conceptual Knowledge ◽  
Online Discussion ◽  
Role Play ◽  
Skills Training ◽  
Discussion Boards ◽  
Learning Approaches ◽  
Face To Face ◽  
Sensitive Topics ◽  
Student Discussion

There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation.

A Model for Asynchronous Discussions in a Mathematics Content Course

2012 ◽  
pp. 1-21
Author(s):  
Travis K. Miller
Keyword(s):  
Elementary Teachers ◽  
Online Discussions ◽  
Preservice Elementary Teachers ◽  
Variation Theory ◽  
Face To Face ◽  
Discussion Threads ◽  
Successful Approach ◽  
Asynchronous Online Discussions ◽  
Mathematics Content Course ◽  
Variation Theory Of Learning

In this chapter a model is outlined for using asynchronous online discussions in a mathematics content course for preservice elementary teachers. The model integrates conversational discussion threads as a component of a traditional, face-to-face course. This successful approach is based on elements of the variation theory of learning, and derives from a comprehensive dissertation study examining its effectiveness.

Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity

2011 ◽  
pp. 99-123 ◽  
Author(s):  
Lisa Lobry de Bruyn
Keyword(s):  
Computer Mediated Communication ◽  
Problem Based Learning ◽  
Online Discussions ◽  
Learning Activity ◽  
Mediated Communication ◽  
Online Student ◽  
Student Collaboration ◽  
Face To Face ◽  
Computer Mediated ◽  
Face To Face Instruction

Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit.

"A Community of Opinion and Debate"

2011 ◽  
pp. 69-90
Author(s):  
Elizabeth A. Beckmann
Keyword(s):  
Online Discussion ◽  
Postgraduate Education ◽  
Peer Learning ◽  
Online Discussions ◽  
Educational Technologies ◽  
Postgraduate Students ◽  
Face To Face ◽  
Professional Experiences ◽  
Assessment Tasks ◽  
Student Reactions

Discussion-based learning is a crucial element in postgraduate professional development, particularly important in facilitating peer learning through the sharing of professional experiences. In courses with distance or blended delivery, educational technologies provide opportunities to encourage such peer learning. But do postgraduate students value asynchronous online discussions in the same way as they value the equivalent face-to-face experiences? Do educational technologies have a role to play in facilitating discussions even when students are meeting face to face? Is it helpful to make an online discussion compulsory? This chapter reports design-based research on student reactions to compulsory assessment tasks that involved a variety of asynchronous online discussion structures—from individual reflective journals to large group forums—in 14 Masters courses in development studies and museum studies at an Australian university. Using the students’ own reflections on their learning experiences, this chapter considers the extent to which the use of technologies can enhance or impede the reflective and peer-responsive learning sought by the inclusion of discussions in the postgraduate education of professionals.

Preferences and Motivating Factors for Knowledge Sharing by Students

2015 ◽  
Vol 14 (01) ◽  
pp. 1550004 ◽  
Author(s):  
Shaheen Majid ◽  
Cendana Desiree Idio ◽  
Shuang Liang ◽  
Wen Zhang
Keyword(s):  
Graduate Students ◽  
Knowledge Sharing ◽  
Public Universities ◽  
Online Discussion ◽  
Language Skills ◽  
Discussion Boards ◽  
Motivating Factors ◽  
Immediate Feedback ◽  
Face To Face ◽  
Multiple Threads

The main objective of this study was to explore students' perceptions of knowledge sharing, their preference for participation in face-to-face and online discussion boards, motivating factors, and barriers to knowledge sharing. A questionnaire was used for data collection and 154 graduate students from two public universities in Singapore participated in this study. It was found that over one-half of the students preferred face-to-face knowledge sharing, 26% preferred participation in study-related online discussion boards (ODBs) and the rest expressed an equal preference for both communication channels. The major motivator for face-to-face knowledge sharing received immediate feedback from peers while the major motivator for online discussion boards was the availability of enough time to conceptualise and express ideas. The major barriers to face-to-face knowledge sharing were shyness and poor language skills, whereas lack of time to read multiple threads was a barrier to participation over study-related online discussion boards.

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