scholarly journals Effectiveness of Using Online Discussion Forum for Case Study Analysis

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Ravi Seethamraju
Keyword(s):  
Online Discussion ◽  
Approaches To Learning ◽  
Discussion Board ◽  
Accounting Students ◽  
Case Study Analysis ◽  
Effective Learning ◽  
Online Discussion Forum ◽  
Online Discussion Board

Business schools are exploring new pedagogical approaches to learning in order to deal with challenges such as increased class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that blends online discussion board and case study. Analysing quantity and quality of online postings and comparing accounting students’ performance with previous cohort, this study observes a significant improvement in student learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have provided an effective learning vehicle for students, helped them overcome their own language related barriers, and encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the value of learning, however, are some of the challenges that need further attention by researchers.

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 A good sine? Seeking math help using crowdsourced online discussion boards

2019 ◽  
Vol 17 (1) ◽  
pp. 78-93
Author(s):  
Ann Y Kim ◽  
Ian Thacker
Keyword(s):  
Learning Strategies ◽  
Online Discussion ◽  
Discussion Board ◽  
Discussion Boards ◽  
Self Regulated Learning ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion ◽  
One Year ◽  
Khan Academy

We examined asynchronous online discussion boards, specifically those that are unmediated by teacher figures, to identify characteristics of these spaces that support or constrain students as they seek help in mathematics. We analyzed 86 questions and 114 associated responses posted to two Khan Academy discussion boards centered around two related trigonometry lessons. The platform created a space where students could ask a variety of questions ranging from those requesting math definitions and explanations of math procedures to justifications for why formulas are true. However, crowdsourced replies to questions were delayed, sometimes taking more than one year for a reply to be posted; content of student replies did not always match the content of the questions posed; and the quality of the replies varied considerably, some replies were helpful or resourceful while others were incorrect or vague. These challenges seemed connected to the unmediated nature of this type of asynchronous online discussion board. We argue that this online learning environment demands additional self-regulated learning strategies such as awareness of one’s needs and the timeframe in which they must be met. We also discuss implications for research and practice.

scholarly journals Exploring the Roles and Facilitation Strategies of Online Peer Moderators

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Qunyan Maggie Zhong ◽  
Howard Norton
Keyword(s):  
Online Discussion ◽  
Student Leaders ◽  
Discussion Board ◽  
Online Discussions ◽  
Future Research ◽  
Team Members ◽  
Collective Inquiry ◽  
Online Discussion Forum ◽  
Online Discussion Board ◽  
Peer Facilitation

Whilst peer facilitation is deemed to be a beneficial alterative strategy in an asynchronous online discussion, a review of the literature indicates that previous studies have primarily focused on the instructor as the facilitator. Inquiries into the roles that student facilitators perform and strategies they deploy to promote meaningful dialogues and participation in a student-led online discussion board have not been widely explored. Using posted messages of seven student facilitators in a peer-moderated online discussion forum, this study aimed to address the gap in the literature. Content analysis of the data revealed that the student moderators played four major roles during the discussions: 1) a knowledge constructor who actively engaged in a collective inquiry and contributed to a deeper understanding of a subject matter; 2) a team builder who expended considerable efforts to create group cohesion to achieve their learning objectives as a team; 3) a motivator who encouraged and inspired team members to engage in and contribute to the discussion; 4) an organiser who managed and monitored each phase of the discussion and orchestrated the subsequent group oral presentation. The findings suggest that assigning students to lead online discussions is an effective strategy to foster learner autonomy and nurture student leaders. The paper concludes with pedagogical implications and directions for future research.

scholarly journals The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Brinda Kay McKinney
Keyword(s):  
Reflective Practice ◽  
Online Discussion ◽  
Critical Evaluation ◽  
Faculty Satisfaction ◽  
Student Understanding ◽  
Discussion Board ◽  
Online Discussion Forum ◽  
Online Discussion Board ◽  
Time And Energy ◽  
The Impact

Abstract:In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty often spends a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes.  Facilitating and evaluating online discussion assignments can seem overwhelming and time-consuming for instructors. Students may feel the online discussion forum assignments lacks clarity and be at a loss on how to proceed. Incongruity about the assignment occurs when the instructor’s expectations about the discussion activity and the students' understanding about the assignment’s expectations do not align. This article will review a collaborative process used to align instructor expectations and student understanding for the express purpose of evaluating online discussion board assignments in a fair and objective manner.

Using an AI-Supported Online Discussion Forum to Deepen Learning

2020 ◽  
pp. 380-408 ◽  
Author(s):  
Tamarin Butcher ◽  
Michelle Fulks Read ◽  
Ann Evans Jensen ◽  
Gwendolyn M. Morel ◽  
Alexander Nagurney ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Online Discussion ◽  
Student Interaction ◽  
Online Discussions ◽  
Third Party ◽  
Online Classes ◽  
Online Discussion Forum ◽  
Two Hybrid

Student-to-student interaction is a key element in the learning process, and one that is often missing in online classes. The purpose of this case study is to demonstrate how a technology platform that leverages artificial intelligence (AI) can be used to deepen learning in online discussions by analyzing instructor and student perceptions and examining third-party analytics in two hybrid/blended undergraduate courses. The instructors selected Packback, a third-party online discussion platform, to address some of the engagement issues they encountered in the past when using discussion tools within learning management systems (LMS). Packback increased the depth of student discussions by providing real-time feedback to students on the quality of their posts, thus allowing students to improve the quality of their posts. Packback also allowed for more nuanced evaluation and grading of students' forum posts by instructors.

scholarly journals Bladder cancer discussed in the internet: a systematic analysis of gender differences of initial posters on an online discussion board

SpringerPlus ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 445 ◽  
Author(s):  
Yannick Lippka ◽  
Oliver Patschan ◽  
Tilmann Todenhöfer ◽  
Christian Schwentner ◽  
Andreas Gutzeit ◽  
...  
Keyword(s):  
Gender Differences ◽  
Bladder Cancer ◽  
Online Discussion ◽  
Discussion Board ◽  
The Internet ◽  
Systematic Analysis ◽  
Online Discussion Board
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