Student-Led Online Discussions

Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.

Two Case Studies of Online Discussion Use in Computer Science Education

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

Private Interactions in Online Discussions

Private discussion entries (called “notes” in this chapter) provide opportunities for instructors to engage with students for social and cognitive support in discussion-based online learning environments. Situated within discussion threads, embedded private communication allows for personalized engagement with students to support learning through in-place feedback, redirection, and encouragement. Nine themes of the affordances of private notes were identified through the collection and analysis of quantitative and qualitative data gathered from four instructors and the activities of 278 students in 11 online graduate education courses. The benefits of private, in-place interactions identified by the instructors include encouraging authentic participation, building trust and social presence, redirecting conversation, providing advice about learning online, and more. A discussion of the importance of in-place private communications in online learning for providing feedback, reassurance, and guidance is supported by examples and followed by suggestions for future research.

Teacher Presence in Online Discussions

The theory of tele-proximity is an expansion of the community of inquiry model (teacher, cognitive, and social presence) that embraces videoconferencing for distance education courses. It addresses the problem of distance, high drop-out rates and campus alienation in e-learning courses, and re-examined presences. The focus of the study is to investigate the ways visual presence affects identity online. The methodology is a literature review that could help the author to keep up with state-of-the-art research, as well as to evaluate the collective evidence. The chapter aims to reflect on the tele-teacher presence, and re-frame the role, controversies, and opportunities for educators teaching online. The revised tele-teacher framework could indicate the factors affecting presence online and inform educators, instructional designers, and policymakers about the implications for teaching and learning. Future research directions and recommendations will be also discussed.

Writing Bees, Wikis, Problem-Based Learning, and Assessment

This chapter introduces a case study to explore the pedagogical re-design of an online module using online discussions as the focus for learning. A longitudinal and development module assessment was threaded through three phases of learning: 1) writing bees, 2) WIKI (what I know is), and 3) problem-based learning (PBL). Each phase of learning is explained using evidence to support its development, and a critique of the benefits and limitations of learning this way is included. An evaluation of the re-designed module is included, demonstrating although at times the online discussion and writing activities were challenging that on the whole, students enjoyed learning in this way. This chapter concludes by claiming that the pedagogical design of learning using online discussions should be engaging, interactive, collaborative, and fully supported at every stage of the learners' journey and recommends further research in the theory of communities of practice to inform such pedagogical design.

Using Asynchronous Online Discussion in the 7-12 Science Classroom

In the age of post-secondary courses being moved to an online format, the use of asynchronous online discussion (AOD) is at an all-time high. However, though universities are using this method of discussion, K-12 educators are only beginning to explore it. This chapter examines the advantages of 7-12 teachers using AOD in science classrooms, how it aligns with national science standards, the theoretical framework, and explores one manuscript found about a high school science teacher using AOD. The subject of pendulum motion is selected, and each component of the 5E model is described, and potential AOD questions are written for the 5E model pertaining to pendulum motion. Tips and best practices are then discussed for writing AOD questions for science, and further implications described of using this model in 7-12, including a pilot program, creating a prototype model for 7-12, and curbing potentially emotionally charged argumentation devoid of credible evidence.

Adapting Course Assignments to Online Postings for Rural and Remote Students in a Bachelor of Education Program

Throughout northern and rural locations across Canada, school boards struggle to attract and retain teachers. A community-based pathway program in Alberta was designed to address this challenge by providing opportunities for local residents to pursue a Bachelor of Education degree. Through blended delivery, students complete courses on campus and through synchronous and asynchronous learning. This chapter examines the adaptation of a course assignment for an introductory teaching methods course. By examining the course design, instructor facilitation, and four composite online discussion postings by students, the authors demonstrate how students were able to improve their writing skills and increasingly engage in critical thinking through the practice of weekly postings.

Promoting Reflective Thinking in Adult Learners

Case studies delivered in the online discussion environment offer many benefits for adult learners, including development as a reflective practitioner. The online case-based discussion helps learners develop into reflective practitioners and understand the finer points as to why things are done rather than simply how they are done. This approach is an effective tool for adult learners to enhance their ability to address ill-structured problems, those that are complex and controversial in nature. They become adept at engaging in salient dialogue, which, in turn, expands their reflective thinking skills. This chapter, grounded in a heutagogical approach, explores the use of the case studies in an online discussion format to promote reflective judgment capabilities. Focus is placed on the function and structure of online case-based discussions and methods for assessing learning outcomes.

Self-Directed/Community-Supported Learning

MOOC designers seeking to address evolving ambitions of MOOCs to support workforce development confront a fundamental design dilemma: on the one hand, the self-paced nature of online learning is efficient for busy learners working alone to acquire new knowledge and capabilities; on the other hand, the self-paced, often-isolated nature of online learning complicates designing MOOCs that motivate and sustain the type of engagement necessary to support learners in mobilizing new knowledge and capabilities in practice contexts and in collaboration with other professionals. The authors offer an account of their efforts to create opportunities for deep learning in large-scale, open-access learning environments through the creation and instantiation of a new instructional model called self-directed/community-supported learning. This model aims to draw diverse learners around the world into a community of discourse and practice through coordinated video content presentations, web-based enrichment activities, scenario-based team practice exercises, and community-wide discussion.

Promoting Peer-to-Peer Synchronous Online Discussions

This chapter examines ways to support peer-to-peer synchronous discussions that move beyond the basic exchange of information toward complex online intercultural communication. It begins by providing an overview of the affordances and challenges of online communication tools. It then explores how tasks and facilitation protocols were structured into small-group interactions through the lens of a case study in which teachers from Taiwan and the United States collaborated for 13 weeks in an online project, for which a structured facilitation protocol was designed based on a framework from teacher education, the Principled Use of Video. It draws on examples from the teachers' peer-to-peer interactions to highlight ways in which the tasks and protocols elicited intercultural discussions focused on topics of importance to their unique contexts. It ends by summarizing key takeaways with an emphasis on pedagogical implications and suggestions for future research.