An Analysis of Threads with No Responses in Online Asynchronous Discussions

2019 ◽  
Author(s):  
Takashi Nakazawa ◽  
Tomoyuki Tatsumi
Keyword(s):  
Asynchronous Discussions

Networking Learners Using Online Asynchronous Discussions

2017 ◽  
pp. 49-77
Author(s):  
Ashwini K. Datt
Keyword(s):  
Content Analysis ◽  
Distance Learning ◽  
Transactional Distance ◽  
Learning Networks ◽  
Pedagogical Strategy ◽  
Learning Network ◽  
Asynchronous Discussions ◽  
Video Broadcast ◽  
Distance Courses

Online asynchronous discussions (OADs) are a prospective tool for creating learning networks that can minimize transactional distance and humanize distance learning. Using it to support effective communication and interaction among learners in video-based distance courses requires special skills and consideration. This research evaluates the use of OADs in a second and third year sociology undergraduate video-broadcast course (VBC). Patterns of participation and interaction were examined using the network and content analysis tools to determine the effectiveness of OADs as a pedagogical strategy. The role of the teacher in establishing a learning network between on-campus and distance students was also investigated.

Designing Asynchronous Discussions to Teach Critical Thinking

2009 ◽  
pp. 276-287
Author(s):  
John Miller
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Opposite Effect ◽  
Online Discussions ◽  
Central Component ◽  
College Level ◽  
Basic Principles ◽  
Constructivist Pedagogy ◽  
Asynchronous Discussions

A central component of constructivist pedagogy at the college level is the modeling and practicing of critical thinking, and since Socrates, discussion has been the basic vehicle for accomplishing this. Advocates of online teaching have argued that the written and asynchronous nature of online discussions enhance its ability to teach critical thinking. Unless online discussions are properly designed, however, these apparent advantages may in fact have the opposite effect. This chapter sets forth six basic principles for designing online discussions that model and shape critical thinking experiences for students, and illustrates them with examples from two different online college literature classes.

scholarly journals Students' self analysis of contributions to online asynchronous discussions

2005 ◽  
Vol 21 (2) ◽  
Author(s):  
Elizabeth Murphy ◽  
Jamie Loveless
Keyword(s):  
Knowledge Construction ◽  
Teaching And Learning ◽  
Online Discussion ◽  
The Self ◽  
Asynchronous Discussions

<span>This paper presents an example of an approach that involves both the student and the instructor in the evaluation of an online discussion in a context of teaching and learning. According to this approach, the student conducts a self analysis of his or her contributions to the discussion, using criteria supplied in advance of the discussion. One student's four part self analysis of his contribution to an online discussion is presented to illustrate the approach. The self analysis focused on the number and length of postings, claims and grounds, and on knowledge construction, and was designed to engage students in higher levels of thinking. The approach to self analysis is discussed in terms of its modification for use in other contexts and implications for practice are presented.</span>

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