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Student Participation in Online Debates Within and Across Course Offerings
PROCEEDINGS

, University of South Alabama, United States ; , King Mongkut's Institute of Technology North Bangkok, Thailand ; , , University of South Alabama, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined student participation in online debates from within and across four different course offerings using asynchronous discussions. The first debate included additional guidance for debating. The second debate, midway through each term, had less guidance. Content analyses showed that participants did engage in traditional forms of debate (i.e., argue, evidence, and so on). They also acknowledged each others' comments and went off-topic no matter the level of guidance provided. While quantity of messages lessened from the first debate to the second, the quality remained was maintained. Overall, there appeared to be consistent quality across course offerings. Researchers surmised that this was due, in part, that substantive participation was a course requirement, to the guidance given in the initial debate, and amount of practice students had in asynchronous discussions. Further research is suggested. Specific examples of the debates and coding system used will be shared at the presentation.

Citation

Davidson-Shivers, G.V., Sriwongkol, T., Thomas, C.A. & McLendon, S. (2008). Student Participation in Online Debates Within and Across Course Offerings. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3687-3694). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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