scholarly journals The impact of student facilitation on student engagement in asynchronous online discussion

2019 ◽  
Author(s):  
Robin Bowen
Keyword(s):  
Student Engagement ◽  
Online Discussion ◽  
Asynchronous Online Discussion ◽  
The Impact ◽  
Student Facilitation

Developing Asynchronous Online Discussion Boards to Increase Student Engagement and Learning

2020 ◽  
pp. 134-151
Author(s):  
Marla J. Lohmann ◽  
Kathleen A. Boothe
Keyword(s):  
Student Engagement ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Online Faculty ◽  
Group Discussions ◽  
Quality Instruction ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion

The asynchronous online discussion board is a vital means of engaging learners and providing high quality instruction for students. In the past, these discussion boards have been primarily text-based, but online faculty are increasingly implementing discussion formats to increase student engagement and learning. Evidence-based online discussions include (1) both whole-class and small group discussions, (2) debates, (3) sharing products, (4) video-based discussions, (5) word cloud-based discussions, (6) jigsaw discussions, and (7) student choice in response format. In this chapter, the authors provide an overview of the literature regarding asynchronous discussions, as well as personal experience and recommendations based on their combined eight years of online instruction.

scholarly journals Use of a post-asynchronous online discussion assessment to enhance student critical thinking

2016 ◽  
Author(s):  
Chris Klisc ◽  
Tanya McGill ◽  
Valerie Hobbs
Keyword(s):  
Critical Thinking ◽  
Online Discussion ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Asynchronous Online Discussion ◽  
The Individual ◽  
The Impact ◽  
Education Courses ◽  
Insight Into

Asynchronous online discussion (AOD) is used in many tertiary education courses, and assessing it has been shown to enhance critical thinking outcomes. There has, however, been debate on what should be assessed and how the assessment should be implemented. The most common form of assessment involves grading the individual discussion contributions, but it has been suggested that employing a culminating task based on the AOD may be effective. This preliminary study compared the effect on student critical thinking of two approaches to AOD assessment: using a post-AOD assessment, and assessing the discussion contributions themselves. The results, though tentative, showed that while both assessment approaches resulted in significant improvements in student critical thinking, there was no difference in the impact on critical thinking skills between using the post-AOD assessment and assessing the discussion contributions. This result suggests that the form of assessment used in an AOD may be less important than the fact that assessment is included. Interviews with students also provided some insight into ways in which they perceived the discussion environment had contributed to their critical thinking skills. The findings of this study pave the way for further research in this important area.

scholarly journals Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions

2020 ◽  
Vol 17 (3) ◽  
pp. 86-100
Author(s):  
Tracy Douglas ◽  
◽  
Allison James ◽  
Louise Earwaker ◽  
Carey Mather ◽  
...  
Keyword(s):  
Student Engagement ◽  
Online Discussion ◽  
Health Science ◽  
Discussion Boards ◽  
Structured Interviews ◽  
University Teachers ◽  
Learning Content ◽  
Training And Support ◽  
The University ◽  
The Impact

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

The Impact of On-campus Student Growth on First-year Student Engagement and Success

2007 ◽  
Vol 48 (8) ◽  
pp. 941-966 ◽  
Author(s):  
Steven M. LaNasa ◽  
Elizabeth Olson ◽  
Natalie Alleman
Keyword(s):  
Student Engagement ◽  
Student Growth ◽  
First Year ◽  
The Impact ◽  
First Year Student

The Impact of the Learning Environment on Student Engagement in High School Classrooms

2014 ◽  
Vol 116 (13) ◽  
pp. 166-177
Author(s):  
David J. Shernoff ◽  
Stephen M. Tonks ◽  
Brett Anderson
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Environment ◽  
Sampling Method ◽  
Experience Sampling ◽  
Experience Sampling Method ◽  
Public High School ◽  
High School Classrooms ◽  
Subject Areas ◽  
The Impact

This chapter presents a study that investigated characteristics of the learning environment predicting for student engagement in public high school classrooms. Students in seven high school classrooms in five different subject areas were observed and videoed in order to predict their engagement as measured by the experience sampling method (ESM).

Evaluating E-Book Effectiveness and the Impact on Student Engagement

2021 ◽  
pp. 027347532110351
Author(s):  
Adam C. Merkle ◽  
Linda K. Ferrell ◽  
O. C. Ferrell ◽  
Joe F. Hair
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Perceptions ◽  
Perceived Effectiveness ◽  
Spring Semester ◽  
Digital Disruption ◽  
The Impact ◽  
The Relationship ◽  
Shed Light

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

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