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Content Analyses of Student Asynchronous Discussions in Online and Blended Sections of a Graduate Course
PROCEEDING

, , , , , University of South Alabama, United States

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

A content analyses was conducted on the asynchronous discussions from students in either a blended section or an online section. Preliminary findings suggest that students in the blended section had greater numbers (about double) of total messages posted and embedded statements in messages than those students in the online section. For the blended group, the majority of embedded statements included evidence, argument and support whereas the majority for the online group included evidence and argument statements. Although the online students also argued main ideas and provided evidence, they had less statements of support for others’ ideas than the blended group. Surprisingly, percentage of chat statements were found for students in the blended section was less than those found for the online group. Because students in the blended section had opportunities to chat in their oncampus meetings, they might have focused on the discussion topic. Further research is recommended.

Citation

Davidson-Shivers, G., Thongsawat, S., Rand, A.D., Mitchell, T.S. & Thomas, C. (2017). Content Analyses of Student Asynchronous Discussions in Online and Blended Sections of a Graduate Course. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 621-629). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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