Creating an environment that encourages both extensive and intense threaded dialogue The growth of discussion threads and the size of the class

The purpose of this research is to investigate the beginning and development of asynchronous discussion threads in various class sizes over the course of 25 graduate-level courses and 22 interviews. The paper also aims to create some recommendations for promoting threaded discourse during the initiation, advancement, summary, and evaluation phases of a discussion thread from pedagogical, technological, and theoretical viewpoints. The statistical analysis revealed that class size did influence the number of threads and the length of threads created by students and instructors, which showed the importance of certain themes in the conversation. The majority of participants said that it was difficult to follow threaded conversations in order to establish meaningful cooperation in huge classrooms. Instructors and graduate students each expressed a preference as to whether they should begin or follow a conversation. Some pedagogical tactics were used by the instructors to facilitate the commencement and growth of discussion threads. This research may have consequences for both practitioners and academics in terms of developing new software features and designing efficient educational tactics in order to produce more successful comprehensive and intense knowledge-building discourse in the classroom.

Effective Assessment of Workplace Problem-Solving in Higher Education

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.