Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has been conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, has been proven effective in promoting interactivity and knowledge construction in the context of both face-to-face and online learning. However, assigning and rotating roles to thousands of learners in massive open online courses (MOOCs) and preparing them to act properly in their roles sounds impractical to MOOC instructors due to work overload. The present study provided three types of role assignment in a MOOC during various course offerings: fall offerings with no role-assignment, spring offerings with partial role-assignment and summer offerings with full role-assignment. Through the examination of the discussion patterns and role-assignment differences among 4,239 students and 5,439 posts in 56 forums, we suggest that partial role-assignment is as effective as full-role assignment. By assigning as few as 10 students with rotating roles, MOOC instructors can leverage this effective strategy while minimising their effort in preparing the discussants and moderating the discussions. These students act behind the scenes and improve the behavioural patterns of asynchronous discussions. Implications for practice or policy: MOOC instructors and teaching assistants can leverage a partial role-assignment strategy to improve asynchronous discussion quality with manageable effort. MOOC platform leaders and instructional designers may explore work-smart teaching strategies that are viable in practice without overburdening instructors.

Argumentation Maps - GIS-based Discussion Support for Online Planning

Information technology plays a growing role in planning procedures. A procedure step which has not been supported by specific computer tools up to now, is asynchronous discussions. Such discussions can occur in public participation as well as between planners during plan design. In this paper I introduce argumentation models as a way of structuring debates, and review existing tools for recording argumentation. A limited number of tools support design-related or map-related discussions. Their short-comings for analyzing geographically referenced arguments are discussed. Finally, the concept of `argumentation maps' is described, which combine the strengths of rigorous argumentation modeling and detailed geographic location to support map-based discussions in on-line planning.

Argumentation Maps - GIS-based Discussion Support for Online Planning

Information technology plays a growing role in planning procedures. A procedure step which has not been supported by specific computer tools up to now, is asynchronous discussions. Such discussions can occur in public participation as well as between planners during plan design. In this paper I introduce argumentation models as a way of structuring debates, and review existing tools for recording argumentation. A limited number of tools support design-related or map-related discussions. Their short-comings for analyzing geographically referenced arguments are discussed. Finally, the concept of `argumentation maps' is described, which combine the strengths of rigorous argumentation modeling and detailed geographic location to support map-based discussions in on-line planning.

The Impact of a Structured Protocol on Graduate Student Perception of Online Asynchronous Discussions

Instructors of online courses face unique challenges to ensure student interaction with course material. Sometimes, even the most exciting content is insufficient in an attempt to engage students. Online, asynchronous discussions offer promise as a means to increase student-to-student and student-to-content interaction and, ultimately, student satisfaction with online courses. The modification of structured discussion protocols designed for use in face to face environments offers instructors of online courses an efficient method of adding purpose and structure to asynchronous discussions. This research employed a quasi-experimental, nonequivalent group design to examine students' perception of asynchronous discussion before and after applying a structured discussion protocol that included a clear statement of purpose, directions for participation, and a grading rubric. Results from the data analysis indicated that student perception of online asynchronous discussions improved when a structure was added. Results also showed a lower level of dissatisfaction when discussions were structured.

Facilitating Mathematical Discourse in Online Learning Environments

Facilitating meaningful mathematical discourse in an online setting can be a challenge for instructors. The purpose of this chapter is to analyze an instructor's discourse interventions to encourage mathematical discourse in online asynchronous discussions in an analysis course for secondary mathematics teachers (SMTs). The SMTs were required to participate in the discussions and encouraged to ask/answer questions, share/compare their ideas, and explain their thinking/answers. Instructor responses were analyzed using both Mazzolini and Maddison's four categories of response the respect to instructor intervention—(1) question, (2) answer, (3) mix of answer and question, and (4) other—and Simonsen and Banfield's five recurring categories—(1) resolve, (2) validate, (3) redirect, (4) expand, and (5) withhold. With respect to instructor intervention, the author suggests mainly withholding from responding and to use expand, redirect, question, or mix if necessary to encourage mathematical discourse.

Methods and Strategies

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.