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.

"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.

Noticing Pre-Service Teachers' Attitudes Toward Mathematics in Traditional and Online Classrooms

2017 ◽  
pp. 123-133
Author(s):  
Molly H. Fisher ◽  
Cindy Jong ◽  
Jonathan Thomas ◽  
Edna O. Schack
Keyword(s):  
Elementary Teachers ◽  
Attitudes Toward Mathematics ◽  
Statistical Analyses ◽  
Preservice Elementary Teachers ◽  
Face To Face ◽  
Online Module ◽  
Self Confidence ◽  
Online Classrooms ◽  
Two Factors ◽  
Teachers Attitudes

This chapter describes the implementation of a traditional (face-to-face) and an online module aimed at developing preservice elementary teachers' (PSETs') professional noticing skills and the extent to which participation in these modules affected their attitudes toward mathematics. Using the Attitudes Toward Mathematics Inventory (ATMI; Tapia & Marsh, 2004), statistical analyses revealed significant increases in each of the instrument's four factors (value, enjoyment, motivation, and self-confidence) for those enrolled in a traditional experience, while the online participants experienced significant change in only two factors (enjoyment and self-confidence). Overall, both groups experienced significant improvements in attitudes toward mathematics with no significant differences in the changes between the two groups.

scholarly journals PREDICTING LEARNING FROM ASYNCHRONOUS ONLINE DISCUSSIONS

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dezhi Wu ◽  
Starr Roxanne Hiltz
Keyword(s):  
Student Motivation ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Future Research ◽  
Perceived Learning ◽  
Graduate Course ◽  
Face To Face ◽  
Asynchronous Online Discussions ◽  
Institute Of Technology ◽  
Jersey Institute

Online discussions play an important role in student learning. Currently, asynchronous learning courses and some primarily face-to-face courses at New Jersey Institute of Technology require asynchronous online discussions. Does this requirement improve the students’ perceived learning? An exploratory study designed to investigate this issue was conducted in Spring 2002. The questionnaire drew responses to a post-course questionnaire from 116 students in two undergraduate courses and one graduate course. A set of items designed to measure perceived learning from online discussions formed a reliable, unidimensional index for this construct. The results indicate that online discussions do improve students’ perceived learning. Variations among instructors or courses are associated with differences in perceptions of student motivation, enjoyment, and learning from online discussion. Open-ended questions identified some student concerns about online discussions. The concluding section of this paper presents some implications for improving online discussions and for future research plans.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

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.

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