A Reimagined EdD

This chapter provides an overview of an innovative design for an online doctoral program in educational leadership. The authors begin with an outline of the participatory, progressive pedagogy framework that guides their work with students. They analyze the use of two illustrations that exemplify their pedagogy in an online environment: digital storytelling and Flip Grid, a video-based online discussion forum. The chapter demonstrates the importance of relationships prior to engagement in critical dialogue and pedagogies both online and in person and identifies key principles for online teaching and learning.

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A Review of Literature and a Model for Scaffolding Asynchronous Student-Student Interaction in Online Discussion Forums

Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1851-8.ch012 ◽

2017 ◽

pp. 263-280

Author(s):

Kristin L. K. Koskey ◽

Susan N. Kushner Benson

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Online Discussion ◽

Learning Task ◽

Student Interaction ◽

Discussion Forums ◽

Student Interactions ◽

Online Teaching And Learning ◽

Online Discussion Forums ◽

Online Discussion Forum

The purpose of this chapter is to overview types of asynchronous student-student interactions with a focus on designed interaction in an online discussion forum context, as well as to illustrate pedagogical approaches to scaffolding interactions. Student-student interaction in asynchronous online discussion is the emphasis of this chapter. The chapter focuses on a review of the literature on the roles of the instructor, student, and learning task in the online teaching and learning process. Ways in which these roles interact is then discussed including an overview of types of interactions. The chapter then focuses on contextual and designed interactions including conditions documented in research as to how to effectively use designed interaction to scaffold student-student interaction. Next, a guiding model is presented for how to plan for asynchronous interaction. Finally, challenges faced when designing or implementing synchronous discussions are discussed, as well as potential recommendations for overcoming these challenges.

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Understanding Issues Affecting Students’ Commitment to Online Discussion Forums in Undergraduate Courses

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v15i01.17939 ◽

2021 ◽

Vol 15 (01) ◽

pp. 4

Author(s):

Semiyu Adejare Aderibigbe ◽

Jacqueline Maria Dias ◽

Mini Sara Abraham

Keyword(s):

Teaching And Learning ◽

Online Discussion ◽

Discussion Forum ◽

Faculty Support ◽

Discussion Forums ◽

Online Discussion Forums ◽

Learning Platform ◽

Online Discussion Forum ◽

New Learning ◽

Research Questions

<p class="0abstract">This study explored students’ commitment and factors impacting their commitment to the online discussion forums that complement teaching and learning in two undergraduate courses. Using a combination of quantitative and qualitative strategies, we collected and analyzed data to address our research questions. The findings indicate that students are committed to online discussion forums in this study, which seemed to be impacted by students’ technological skills and exciting topics. Even so, a few students were not as committed as they would have liked because the platform was new, and they needed time to adapt to the learning platform. That said, our findings reveal that students’ commitment to and engagement in the online discussion forum can be fostered with faculty support, exciting topics, and time to understand the new learning terrain.</p>

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Internet Technologies and Online Learning

Adult Education and Vocational Training in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0929-5.ch006 ◽

2016 ◽

pp. 98-117

Author(s):

Victor X. Wang ◽

Theresa Neimann

Keyword(s):

Online Learning ◽

Active Learning ◽

Web 2.0 ◽

Online Teaching ◽

Teaching And Learning ◽

Online Discussion ◽

Discussion Groups ◽

Online Teaching And Learning ◽

Passive Learning ◽

New Knowledge

This study analyzes whether or not active learning can be taught online. There are many definitions of learning, all reflecting the academic specialties from which each discipline is conducted: It is the process and the sum total of acquiring knowledge, skills, attitudes, values, beliefs, and emotions. However, active online learning is also defined as methods by which learners actively participate in the learning process (e.g., online discussion groups, problem-solving, experimentation, and the like). Many Web 2.0 platforms help promote active as differentiated from passive learning in which learners are unparticipatory learners. Among theoretical presuppositions such as informal learning, contiguity, reinforcement, repetition, social-cultural principles and andragogy guide the assumption that active learning can take place online. It is widely believed that active learning may lead to the creation of new knowledge and new skills needed by learners. Because of this belief in active learning, both educators and practitioners have been avidly promoting active online learning since Web 2.0 Technologies were used for online teaching and learning.

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Use of online interactive tools in an open distance learning context: Health studies students' perspective*

Health SA Gesondheid ◽

10.4102/hsag.v22i0.1003 ◽

2017 ◽

Vol 22 ◽

Author(s):

Kefiloe A. Maboe

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Online Discussion ◽

Discussion Forum ◽

Specific Reference ◽

Learning Context ◽

Online Questionnaire ◽

Online Discussion Forum ◽

Educational Challenges ◽

Management Students

Background: Open distance learning (ODL) institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online interaction to facilitate teaching and learning.Objective: The purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions.Design: Quantitative and descriptive in nature.Method: No sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams.Results: The findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies.Conclusion: The article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning.The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

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Nursing students' perception of the learning process in a hospital setting

Revista Gaúcha de Enfermagem ◽

10.1590/1983-1447.2014.01.42870 ◽

2014 ◽

Vol 35 (1) ◽

pp. 102-109 ◽

Cited By ~ 4

Author(s):

Elcilene Andreíne Terra Durgante ALVES ◽

Ana Luísa Petersen COGO

Keyword(s):

Nursing Students ◽

Learning Process ◽

Teaching And Learning ◽

Professional Training ◽

Online Discussion ◽

Hospital Setting ◽

Discussion Forum ◽

Undergraduate Nursing ◽

Online Discussion Forum ◽

Nursing Course

The aim of this study was to identify how nursing students perceive and experience the learning process during curricular practice in a hospital setting. A qualitative, retrospective, documentary study was developed in an undergraduate nursing course. Data were comprised of 162 posts made by 34 students in the online discussion forum of the Learning Management System Moodle, during the first half of 2011. The following themes emerged from the thematic content analysis: "nursing students' understanding about the professional practice," and "the teaching and learning process in the perspective of nursing students." The study demonstrated that the forum was a place for reporting experiences such as the description of the physical area, performing procedures, perception of nursing care activities, conflicts with peers, coping with death and learning evaluation. The online discussion forum needs to be used by professors as a space of interaction so as to contribute to professional training.

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Social capital from online discussion forums: Differences between online and blended modes of delivery

Australasian Journal of Educational Technology ◽

10.14742/ajet.1448 ◽

2015 ◽

Vol 31 (2) ◽

Cited By ~ 1

Author(s):

Charles Carceller ◽

Shane Dawson ◽

Lori Lockyer

Keyword(s):

Social Capital ◽

Academic Performance ◽

Social Network ◽

Online Teaching ◽

Online Discussion ◽

Discussion Forum ◽

Centrality Measures ◽

Delivery Mode ◽

Online Data ◽

Online Discussion Forum

<p class="AJET-Abstract">This study explored the concept of social capital in higher education contexts by investigating student discussion forum activity and academic performance. To address these aims online discussion forum logs, student marks and teaching delivery method (blended or fully online) data were extracted from the universities learning management system (LMS). Student social network centrality measures were then calculated from the course discussion activity and correlated against student academic performance for each delivery mode. Drawing on social capital and social network theories the analyses identified that in comparison to low performing students the high-performing group held more central positions in their networks and tended to establish dense social connections with students of a similar academic ability. It was also observed that the relationships formed in blended teaching units were of a greater intensity and reciprocity than those established in fully online teaching units indicating a higher level of social capital was reached. This difference in the amount of available social capital between the two teaching modes suggests that students in blended units have comparatively greater access to resources embedded within the network, which in turn can be mobilised to assist them in their academic endeavours.</p>

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Transatlantic Collaborative Teaching and Learning via Information and Communications Technology

British Journal of Occupational Therapy ◽

10.1177/030802260506801002 ◽

2005 ◽

Vol 68 (10) ◽

pp. 438-446 ◽

Cited By ~ 2

Author(s):

David Robertson ◽

Robin McCannon ◽

Jennifer Caldwell ◽

Charles Juwah ◽

Abdulaziz Elfessi

Keyword(s):

Teaching And Learning ◽

Online Discussion ◽

Virtual Community ◽

Discussion Forum ◽

Faculty Members ◽

Information And Communications Technology ◽

Communications Technology ◽

Learning And Teaching ◽

University Of Wisconsin ◽

Online Discussion Forum

The overall aim of this project was to investigate the potential of problem-based learning (PBL), supported by information and communications technology (ICT), to develop key, transferable and requisite skills and knowledge, which are critical for practice as an occupational therapist. This paper provides an evaluation of the potential of the ICT employed in the study to enhance learning and teaching. The project entailed a transatlantic collaboration between the faculty members and students of The Robert Gordon University, Aberdeen (RGU), and the University of Wisconsin, La Crosse (UWL). Thirty students participated in the project. The ICT employed in the project included videoconferencing, email and computer-mediated conferencing (online discussion forum). The faculty members of the participating institutions generated a PBL case. The students received the case material by staged release via the virtual community and worked on developing appropriate assessment, treatment and resettlement strategies in geographical groupings, supported by email and the online discussion forum. They met and discussed their findings via videoconferences. The findings demonstrated that the ICT used was robust and provided a viable means of delivering the project content. The participants viewed the technology positively and their confidence and skills in using the technology progressed during the project.

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