You are here:

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 February 22, 2019 from .

Keywords

View References & Citations Map

References

  1. Anderson, T., & Kanuka, H. (2003). E-research: Methods, Strategies, and Issues. Boston: Allyn and Bacon.
  2. Angeli, C., Valanides, N., & Bonk, C.J. (2003). Communication in a web-based conferencing system: The quality of computer-mediated interactions. British Journal of Educational Technology, 34(1), 31-43.
  3. Campos, M., Laferriere, T., & Harasim, L. (2001). The post-secondary networked classroom: Renewal of teaching practices and social interaction. Journal of Asynchronous Learning Networks, 5 (2), 36-52.
  4. Christopher, M.M., Thomas, J.A., & Talent-Runnels, M.K. (2004). Raising the bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
  5. DeArment, C. (2002). Instructional uses of computer-mediated text-based messaging tools: A case study of faculty and student experiences and perceptions. Unpublished Dissertation. University of Pittsburgh.
  6. Dunn, D., & Lingerfelt, D. (2004). Utilizing a CMS to facilitate computer science instruction. Paper presented at the 2004 ASCUE Conference, Myrtle Beach, South Carolina.
  7. Fauske, J., & Wade, S.E. (2003). Research to practice online: Conditions that foster democracy, community, and critical thinking in computer-mediated discussions. Journal of Research on Technology in Education, 36 (2), 137-154.
  8. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2, 87-105.
  9. Gilbert, P.K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: a case study. British Journal of Educational Technology, 36(1), 5-18.
  10. Green, K.C. (2003). The Campus Computing Project 2003. The 2003 national survey of information technology in US higher education. Retrieved February 1, 2005, from http://www.campuscomputing.net/ Gunawardena, C.N., Lowe, C.A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 395-429.
  11. Leung, Y.F., & Ivy, M.I. (2003). How useful are course Websites? A study of students’ perceptions. Journal of Hospitality, Leisure, Sport and Tourism Education, 2 (1), 15-25.
  12. MacEntee, V., & Lewis, B. (2004). Web-enhanced course. Issues in Informing Science and Information Technology Education, 1, 951-964.
  13. Marra, R.M., Moore, J.L., & Klimczak, A.K. (2004). Content analysis of online discussion forums: A comparative analysis of protocols. Educational Technology Research and Development, 5, 23-40.
  14. McIntyre, D.R., & Wolff, F.G. (1998). An experiment with WWW interactive learning in university education. Computers and Education, 31(3), 255-264.
  15. Meyer, K.A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7 (3), 55– 65.
  16. Overbaugh, R.C. (2002). Undergraduate education majors' discourse on an electronic mailing list. Journal of Research on Technology in Education, 35(1), 117-139.
  17. Rovai, A.P. (2002). Development of an instrument to measure classroom community. Internet and Higher Education, 5 (3), 197-211.
  18. Sanders, D.W., & Morrison-Shetlar, A.L. (2001). Student attitudes toward Web-enhanced instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3), 251-262.
  19. Tsai, M. (2004). Developing the Internet self-efficacy scale (ISES). In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 4406-4408). Chesapeake, VA:
  20. Wingard, R. (2004). Classroom teaching changes in Web-enhanced courses: A multi-institutional Study. Educause Quarterly, 27(1), 26-35.
  21. Woods, R., Baker, J.D., & Hopper, D. (2004). Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction. Internet and Higher Education, 7 (4), 281-297.
  22. Wu, W. (2004). Comparison of Web-enhanced learning environments in an e-learning age. Thirteenth International Symposium and Book Fair on English Teaching. Taipei: Crane Publishing, 659-668.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Strategies for Integrating and Evaluating Online Discussions in Face-to-face Courses

    Swapna Kumar, Boston University, United States

    EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 4217–4220

  2. Using Asynchronous Online Discussions to Enhance Classroom Discussion in Teacher Education Courses

    Swapna Kumar, Boston University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1455–1462

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.