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The impact of different instructional facilitation approaches on students' participation during an online discussion
PROCEEDINGS

, William Paterson University, United States ; , Queens College CUNY, United States ; , Teachers College, Columbia University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Asynchronous discussion is an integral part of both blended and online learning. To effectively accommodate, support, and promote the knowledge production process, instructors should select appropriate learning models and strategies. This study explores the specific facilitation approaches that may elicit students' participation in an online asynchronous discussion, as part of an undergraduate course for preservice teachers.

Citation

An, H., Shin, S. & Lim, K. (2008). The impact of different instructional facilitation approaches on students' participation during an online discussion. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 204-207). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 30, 2021 from .

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