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Facilitating Student Online Discussions: Effective Instructional Design and Strategies
PROCEEDINGS

, Iowa State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Recent literature emphasizes the significance of teaching presence for online activities. In a constructivist online learning environment, instructors should realize their roles as facilitators helping students construct knowledge during discussions; yet, many online instructors often struggle to balance restraint and presence. They tend towards a "restrained presence" because they are unsure exactly how to perform their roles effectively. Thus, as a result, students receive insufficient feedback or instructor acknowledgement, and they begin to feel unsure whether their discussions or learning processes are moving in the appropriate directions. In this study, a re-designed online course which is aimed to minimize such problems, and which demonstrates effective instructional design and facilitative strategies, is presented. The findings of the course evaluation and pedagogical application will be presented as well.

Citation

Lu, L. (2004). Facilitating Student Online Discussions: Effective Instructional Design and Strategies. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1359-1363). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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