scholarly journals The Effects of Facilitating Feedback on Online Learners’ Cognitive Engagement: Evidence from the Asynchronous Online Discussion

2014 ◽  
Vol 4 (2) ◽  
pp. 193-208 ◽  
Author(s):  
Wenge Guo ◽  
Ye Chen ◽  
Jing Lei ◽  
Yan Wen
Keyword(s):  
Online Discussion ◽  
Cognitive Engagement ◽  
Online Learners ◽  
Asynchronous Online Discussion

scholarly journals Keeping Online Asynchronous Discussions on Topic

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Bart P. Beaudin
Keyword(s):  
Distance Education ◽  
Online Discussion ◽  
Likert Scale ◽  
Asynchronous Discussion ◽  
Online Questionnaire ◽  
Online Learners ◽  
Online Instructors ◽  
Wrong Direction ◽  
Asynchronous Online Discussion ◽  
Original Question

The purpose of this research was to identify various techniques recommended and used by online instructors for keeping online learners on topic during asynchronous discussion and to identify what factors affected selection. A thirty-seven item online questionnaire was developed and completed by 135 online instructors subscribing to an international distance education listserv. Thirteen techniques for keeping online asynchronous learners on topic were rated using a sixpoint Likert scale. The results of the study showed that online instructors rated the following as the top four techniques for keeping asynchronous online discussion on topic: 1) Carefully design questions that specifically elicit on-topic discussion, 2) provide guidelines to help online learners prepare on-topic responses, 3) reword the original question when responses are going in the wrong direction and 4) provide discussion summary on a regular basis. Experience, training and differences between what respondents recommended and used to keep online asynchronous discussion on topic produced statistically significant results at the 0.05 level.

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

Sign in / Sign up

Export Citation Format

Share Document