Exploring Online Discussions Through an Academic Literacies Approach

ELT Journal ◽  
2020 ◽  
Vol 74 (3) ◽  
pp. 258-267
Author(s):  
Tamara Mae Roose ◽  
George E Newell
Keyword(s):  
Online Discussion ◽  
Cultural Knowledge ◽  
Online Discussions ◽  
Relationship Building ◽  
Cultural Resources ◽  
Academic Literacies ◽  
Composition Course ◽  
Socially Constructed ◽  
Online Discussion Group ◽  
Reading Text

Abstract This preliminary study explores how international students bring their cultural knowledge and experiences into relationship with other writers’ ideas as they engage in an online discussion in response to a news text. This article focuses on a language excerpt from an online discussion group, including the assignment prompt, reading text, student responses, and comments to one another within a university ESL composition course. An intertextual analysis suggests that students’ engagement with multiple texts in this dialogic space and the integration of their own cultural resources led to socially constructed learning, relationship building, and a deepened understanding of the source text. This study extends the conversation in Academic Literacies research by illustrating how the construct can be used as a design frame for teaching an academic practice (writing about text) while also deliberately incorporating ways for students to draw upon their cultural identities and resources.

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.

scholarly journals Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Carol Johnson ◽  
Laurie Hill ◽  
Jennifer Lock ◽  
Noha Altowairiki ◽  
Christopher Ostrowski ◽  
...  
Keyword(s):  
Deep Learning ◽  
Organizational Design ◽  
Field Experience ◽  
Online Discussion ◽  
Online Discussions ◽  
Task Completion ◽  
Discussion Forums ◽  
Design Based Research ◽  
Online Discussion Forums ◽  
Group Structures

<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>

scholarly journals OS DESAFIOS DO TRABALHO EM GRUPO NA PANDEMIA, A PARTIR DA EXPERIÊNCIA COM UM GRUPO DE DISCUSSÃO ONLINE SOBRE GÊNERO

polemica ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mariana Rodrigues Sapateiro ◽  
Lucas Koltun Sanvesso ◽  
Rafael Bianchi Silva
Keyword(s):  
Online Discussion ◽  
Work Group ◽  
Online Environment ◽  
Future Studies ◽  
Online Discussion Group ◽  
De Se ◽  
Current Context ◽  
The Subject ◽  
A Current ◽  
Online Group

Resumo: Este artigo é um relato de experiência de um grupo de discussão online com o tema “Gênero e Docência”, fruto de uma intervenção de estágio do curso de Psicologia, no contexto da pandemia do Covid-19, no Brasil. A reflexão se volta para a questão do esvaziamento do grupo. Para tanto, discutem-se temas como os desafios de se estabelecer diálogo; a formação de vínculos e a constituição de grupo; a lógica produtivista de formação, no contexto atual; e as dificuldades do trabalho com grupo, em ambiente online. A partir desses norteadores, constatou-se que não houve consolidação efetiva de um grupo de trabalho. Mesmo assim, entende-se que as hipóteses levantadas para compreender o fenômeno do esvaziamento do grupo podem contribuir com futuros estudos acerca da temática, já que este tipo de modalidade se tornou um fenômeno atual que demanda melhor compreensão para a pesquisa, no campo das ciências humanas.Palavras-chave: Grupo online. Gênero. Docência. Pandemia. Abstract: This article is an experience report of an online discussion group with the theme “Gender and Teaching”, the result of an internship intervention form the Psychology degree, in the context of the Covid-19 pandemic in Brazil. The reflection turns to the discussion on the emptying of the group. For it, topics such as the challenges of establishing dialogue, the formation of bonds and the constitution of a group, the productive logic in academic formation in the current context and the difficulties of working with groups in an online environment are discussed. Based on these guidelines, it is stated that there was no effective consolidation of a work group. Even so, it is understood that the hypotheses raised to understand the phenomenon of group emptying can contribute to future studies on the subject, as this type of modality is a current phenomenon that demands better understanding for research in the field of human sciences.Keywords: Online group. Gender. Teaching. Pandemic. 

Student-Led Online Discussions

2020 ◽  
pp. 435-457
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

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

2020 ◽  
pp. 409-434
Author(s):  
Gokce Akcayir ◽  
Zhaorui Chen ◽  
Carrie Demmans Epp ◽  
Velian Pandeliev ◽  
Cosmin Munteanu
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mixed Methods Research ◽  
Online Discussion ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
The Other ◽  
Course Content ◽  
Integration Strategies ◽  
Deep Integration

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.

Student-Led Online Discussions

2021 ◽  
pp. 1896-1918
Author(s):  
Alice Lai
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Survey Data ◽  
Gender Inequality ◽  
Art History ◽  
Online Discussion ◽  
Feminist Pedagogy ◽  
Gender Disparity ◽  
Online Discussions ◽  
Online Classrooms

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.

Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments

2015 ◽  
Vol 5 (1) ◽  
pp. 45-57
Author(s):  
Hew Khe Foon
Keyword(s):  
Graduate Students ◽  
Online Discussion ◽  
Online Discussions ◽  
Full Time ◽  
Discussion Forums ◽  
Personal Gain ◽  
Working Adults ◽  
Online Discussion Forums ◽  
Student Contribution ◽  
Discussion Topic

Online discussion forums are increasingly being utilized to provide a means for student-to-student interaction in e-learning environments. There is comparatively little research that examines peer-facilitated asynchronous online discussions compared to instructor-facilitated ones. This paper reports three studies on the motivators of student contribution in online discussions conducted within the context of peer-facilitation. These three studies involved the following samples: (a) full-time undergraduates (n = 47), (b) full-time graduates (n = 41), and (c) working adults in corporate settings (n = 62). Cross-comparison of the three studies revealed six major motivators: discussion topic, performance-linked incentive, personal gain, social capital, enjoyment, and response from other participants. Interestingly and contrary to expectations, the most common motivator was not performance-linked incentive such as marks for contribution but (a) the type of discussion topic followed by (b) the types of responses from other participants. Further analyses revealed that more graduate students reported being motivated by personal gain motives compared to undergraduates and working adults, and fewer undergraduates reported being motivated by the enjoyment of the discussion compared to graduates and working adults. More undergraduate and graduate students reported being motivated by marks compared to working adults. Synthesizing the findings of this study and those reported in other previous studies produces a more updated and comprehensive understanding of what motivates students to contribute in peer-facilitated online discussions. Implications of the findings are discussed.

scholarly journals Enhancing learning through the discussion forum

2012 ◽  
Vol 7 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Nantha Kumar Subramaniam
Keyword(s):  
Critical Thinking ◽  
Adult Learners ◽  
Collaborative Learning ◽  
Online Courses ◽  
Online Discussion ◽  
Discussion Forum ◽  
Online Discussions ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Collaborative Discussion

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

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