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Tracking Student Engagement in Asynchronous Communication in STEM Hybrid Courses
PROCEEDINGS

, Georgia Gwinnett College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Fall semester of 2010, three hybrid STEM courses will be taught at Georgia Gwinnett College: Pre-Calculus; Calculus I; and Digital Media. While the content of these courses differ, they share common goals: To foster a deep understanding of critical content in each discipline; and to promote the development of scientific communication and collaboration concepts, skills. Outside of regular class periods, students will be required to participate in an ongoing asynchronous dialogue using the Blackboard discussion tool. The structure of the dialogue will be analyzed using social network analysis. The purpose of this ongoing research project will try to answer the question, “In STEM hybrid courses, how is the structure of asynchronous communication related to student achievement?”

Citation

Li, Z. (2010). Tracking Student Engagement in Asynchronous Communication in STEM Hybrid Courses. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1967-1972). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2020 from .

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