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The Effects of "Facilitating" in Online Asynchronous Learning
PROCEEDINGS

, , Peking University, China ; , Syracuse University, United States ; , Peking University, China

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With one large-scale online course as a research context, and based on data collected from 110 K-12 participating teachers—45 in the experimental group and 65 in the control group, this study analyzes the effects of the "facilitating" on the participation and cognitive progress of learners in three outcome variables, including the quantity of discussion, the depth of discussion, and the cognitive level of postings. The results suggested that the "facilitating” can significantly improve the depth of discussion and the cognitive level of learners, which indicates that, appropriately designed, "facilitating" is an important factor to improve the participation of online learners and to enhance the quality of online learning.

Citation

Guo, W., Wen, Y., Lei, J. & Hou, J. (2011). The Effects of "Facilitating" in Online Asynchronous Learning. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 294-303). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

Slides