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Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On-campus Courses
PROCEEDINGS

, Boston University, United States

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This qualitative study describes the ways in which a professor structured, facilitated, and evaluated asynchronous online discussions in an on-campus undergraduate course. Reports on how professors perceive certain strategies used in online discussions as contributing to the student learning experience and how they currently grade asynchronous online discussions in on-campus courses could help other educators wishing to integrate discussion board activities in face-to-face instruction. Semi-structured interviews with the professor and 12 out of 18 students in a political science course indicated that the professor's timely responses, active online participation, and regular feedback to students contributed to student motivation, student participation, and student-student interaction in asynchronous online discussions and during classroom sessions. Based on the findings of this study, recommendations are made for effective ways for professors to structure, participate in, and grade asynchronous online discussions in on-campus courses.

Citation

Kumar, S. (2007). Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On-campus Courses. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2855-2863). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .

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