Using Undergraduates as Discussion Leaders to Improve Threaded Discussion
William Brescia, University of Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study is as an inquiry into the effectiveness of a discussion leadership taxonomy designed to help online discussion leaders support and facilitate discussions conducted by undergraduates. Participants were approximately 200 preservice undergraduate students taking an Introduction to Educational Technology course. Each week students had access to online lectures and text materials, and participated in Web based topical discussions. Data for this study came from open-ended interviews conducted with 37 volunteer participants and all discussion posts. Analysis of the data showed that while some students had difficulty assuming the role of discussion leader many felt that it was a stimulating challenge. While some students were resistant to Web based learning all students found the discussions helped in learning the assigned material. Finally, the students were able to expand their own knowledge by observing the multiple perspectives presented by other students.
Brescia, W. (2005). Using Undergraduates as Discussion Leaders to Improve Threaded Discussion. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 290-295). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).