A Taxonomy for Faculty Participation in Asynchronous Online Discussions
Seugnet Blignaut, Stanley Trollip, Capella University, United States
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Anecdotal evidence suggests that instructor performance in the online discussion portion of online courses has a major impact on learning and learner satisfaction. If this is the case, faculty development is an important component of success. This paper describes the development of a taxonomy of six categories to describe instructor postings to asynchronous discussions in online courses. This taxonomy was used during the in-spection of 18 post-graduate level course sections at a Midwest university. The resulting data show that there is considerable variation in faculty teaching styles, interaction, and the amount of content-related feedback. The process also allowed responsiveness of fac-ulty to be quantified. In-depth interviews with instructors and learners with experience of online courses were conducted to validate the qualitative data.
Blignaut, S. & Trollip, S. (2003). A Taxonomy for Faculty Participation in Asynchronous Online Discussions. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2043-2050). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Byungmun Ahn, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 143–152
Personalized Versus Collective Instructor Feedback in the Online Courseroom: Does Type of Feedback Affect Student Satisfaction, Academic Performance and Perceived Connectedness With the Instructor?
Tara Gallien, Northwestern State University, United States; Jody Oomen-Early, Texas Woman's University, United States
International Journal on E-Learning Vol. 7, No. 3 (July 2008) pp. 463–476
Donald Sheridan, University of Auckland Business School, New Zealand; Stephen Witherden, Beca, New Zealand
EdMedia + Innovate Learning 2006 (June 2006) pp. 2959–2964
Personalized Versus Collective Feedback in Online Health Courses: Does Type of Instructor Feedback Affect Student Satisfaction, Performance and Perceived Connectedness with the Instructor?
Tara Gallien, Northwestern State University, United States; Jody Oomen, Texas Woman's University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 2062–2067
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.