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1.
ABSTRACT

Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as Facebook, which provide a variety of social benefits to students, might also represent a viable mechanism for educational information exchange and learning. Our study tested this proposition by comparing the effects of a Facebook-based and LMS-based online discussion forum on students' participation, achievement of learning goals, and overall course performance. Our findings suggest that different forums can affect classroom dynamics and student learning in different ways. While Facebook may be better at fostering student participation and encouraging peer-to-peer dialogue, the university-sponsored LMS may be a more effective tool for encouraging students to develop coherent arguments and apply course content in other contexts. Since this study shows that platform of an online discussion assignment matters, college instructors should consider the benefits and drawbacks of each platform before developing an online discussion assignment. Instructor choice of platform should depend on course content, instructor's teaching preferences, and online discussion assignment goals.  相似文献   

2.
This study explored student‐led facilitation strategies used to overcome the challenges of instructor‐dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions. It presents a series of cases of students’ facilitation strategies and using qualitative data analysis of discussion threads within the naturalistic inquiry framework, identifies three facilitation strategies: inspirational; practice‐oriented; and highly structured. The study shows that these facilitation strategies generated innovative ideas, motivated students to participate, and provided a risk‐free and relaxed atmosphere for participation.  相似文献   

3.
It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to ‘deliver to the test’. The experience of the use of ICT in formal learning is marked with a naive and largely unfulfilled assumption that it would of itself promote a ‘game-changing’ shift in student motivation. This study investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation. The data for the study come from 425 secondary school students, average age 16 years, who participated in workshops of 3.5 days in duration. The workshops took place in an out-of-school learning environment in one academic year. Bridge21 seeks to provide a vehicle to allow the transfer of control of learning from the teacher to the team and in this way to encourage and promote student autonomy. The principal findings reported in this paper are that participation in the workshops had a direct positive impact on the students’ perceptions around their learning and on their intrinsic motivation to learn.  相似文献   

4.
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.  相似文献   

5.
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of ‘online’ and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the ‘online’, classroom and reading activities was low although they were well assessed.  相似文献   

6.
Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty‐eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Anat Sci Educ. 7: 71–76. © 2013 American Association of Anatomists.  相似文献   

7.
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences.  相似文献   

8.
This study goes beyond student perceptions of online learning experiences, satisfaction, and attitudes, to examine the actual participation and dynamics that occur in online discussions and their relationship to student learning outcomes. A content analysis approach was used to investigate students' socio-cognitive processes in an online graduate-level English grammar class. Student postings were rated using a newly developed Gricean Cooperative Principle scoring rubric to assess student participation as determined by four maxims: Quantity, Quality, Relevance, and Manner. Results suggest that Quality is the most important criterion for predicting direct responses to a posting. Students with high average Quality scores also received higher final course grades than did their counterparts. In addition, students with high scores for Manner earned higher conference grades than did their counterparts.  相似文献   

9.
This paper describes the preliminary data and analysis of how students in an online MSW program perceive their experiences, interactions, and responses to learning structure, material, and technology in the Web environment. The student perceptions, which have been used to refine the online program, highlight how important it is to students to feel a personal or webbed connection to faculty and other students in the Web environment. Rather than being a cold, sterile learning environment, the online learning world appears to be one that encourages professional webbed connectivity and relationship building.  相似文献   

10.
In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS.  相似文献   

11.
A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their students' learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a single online charter school. The results indicated that teachers observed multiple ways in which parents supported their students by (a) organizing and managing students' schedules, (b) nurturing relationships and interactions, (c) monitoring and motivating student engagement, and (d) instructing students when necessary. However, teachers believed that parents could act as obstacles to their students' learning by being overly engaged in certain types of learning activities. Additional research is needed that examines parent engagement in a variety of online learning environments. Research that identifies best practices could also be especially valuable to online teachers and administrators wishing to improve the quantity and quality of parental engagement in their programs.  相似文献   

12.
While there has been extensive research on online communities of enquiry, little work has been done on the extent to which cultural factors can inhibit student participation. In this study of a ‘blended’ model of learning in which students attended face-to-face lectures but were required to take part in online seminars, we found that although most students felt that they belonged to a community of enquiry, there were considerable obstacles to their readiness to respond fully to the views of others. We ascribe these difficulties to the particular cultural context in which the learning occurred in Northern Ireland and contend that course designers should take account of such ‘cultural inhibitors’ in designing online or blended courses.  相似文献   

13.
The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two undergraduate, inter-university and online courses. Besides, we also examine the influence of this effect in the learning process. The findings reflect the effectiveness of a PLE for facilitating student participation and for assisting students in the creation of larger and more balanced personal networks with richer social capital. However, the findings do not provide evidences about a difference in the learning performance between the two environments. From a methodological point of view, this paper serves as an illustration of the analysis of personal networks on digital data collected from technology-enhanced learning environments.  相似文献   

14.
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.  相似文献   

15.
This paper brings to the fore a cohort of student teachers' perceptions of an online learning experience during school placement in a Chinese tertiary institution; it critically explores factors contributing positively to online professional learning and the development of the community. An ethnographic case study approach was adopted. Findings indicate that online communication allows participants to recognize the significant presence of others in supporting and transforming their learning. It also fosters an appreciation and embracement of the multidimensional roles that they take on. Voluntary participation and empowerment emerge as key factors making this a vibrant professional community for professional growth.  相似文献   

16.
A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated in the study. Content analyses of discussion protocols were performed in terms of participation, interaction, and social presence. The results indicate that collaboration does not occur automatically in asynchronous computer conference. Collaboration requires participation because no collaboration occurred in the two groups with low student participation; however, participation does not lead to collaboration, evidenced by student postings receiving no peer responses. Collaboration requires interaction but does not end with interaction, substantiated by different levels of collaboration across different interactional patterns. Social presence helps to realise collaboration through establishing a warm and collegial learning community to encourage participate and interaction, exemplified by the contrast of the group with the highest level of social presence and the group with the lowest level of social presence. A model of understanding and assessing collaboration in online learning is recommended, consisting of participation, interaction and social presence.  相似文献   

17.
The purpose of this study is to uncover factors that affect participation in online classes from the student’s perspective. Interest in the online environment has been increasing and renders the opinions of students participating in online courses more important since the opinions of students in this environment are closely related to interaction. It has been seen that lack of interaction creates a sense of loneliness, which causes students to drop their classes. For this reason, a qualitative study has been conducted about student experiences on the use of methods that increase interaction in an online environment and participation. Participants were given tasks based on collaboration, special attention was paid to make sure that the setting in which the participants found themselves was in accordance with the principles of the community of inquiry, computerized equipment was used to facilitate online interactions. 15 students worked based on collaboration and 15 students worked individually. Data was collected with interviews and reflection reports. Open, axial and selective coding was made by using the theorizing method. At the end of the study, it was determined that participation in online environment was affected in both groups by factors such as personal approaches, changing variables, mediated attributes.  相似文献   

18.
The study describes teachers' collective work in which they developed deeper understanding of their own students' mathematical thinking. Teachers at one school met in monthly workgroups throughout the year. Prior to each workgroup, they posed a similar mathematical problem to their students. The workgroup discussions centered on the student work those problems generated. This study draws on a transformation of participation perspective to address the questions: What do teachers learn through collective examination of student work? How is teacher learning evident in shifts in participation in discussions centered on student work? The analyses account for the learning of the group by documenting key shifts in teachers' participation across the year. The first shift in participation occurred when teachers as a group learned to attend to the details of children's thinking. A second shift in participation occurred as teachers began to develop possible instructional trajectories in mathematics. We focus our discussion on the significance of the use of student work and a transformation of participation view in analyzing the learning trajectory of teachers as a group.  相似文献   

19.
This paper discusses student and teacher perceptions of a new development in the use of the predict–observe–explain (POE) strategy. This development involves the incorporation of POE tasks into a multimedia computer program that uses real-life, digital video clips of difficult, expensive, time consuming or dangerous scenarios as stimuli for these tasks. The program was created by the first author to be used by pairs of secondary physics students to elicit their conceptions of force and motion and encourage discussion about these views. In this computer learning environment, students were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. Other data sources for this study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires. This paper will report on some findings from the study, focussing on student and teacher perceptions of the computer-mediated POE tasks. The findings have implications for the effective use of multimedia to enhance meaningful learning in science classrooms.  相似文献   

20.
Student engagement that leads to enhanced learning outcomes involves three interdependent facets: behaviour, emotion and cognition. As such, learning activities that encourage deep learning and the intellectual challenging of minds should provide opportunities for reasoning and critical and creative thinking. An approach that resonates strongly with student engagement involves fostering student voice in the classroom, and the generation and utilization of students’ questions is one means of achieving this. Implicit in this approach is the need for both teachers and students to pose questions that engage and intellectually challenge thinking. In this pilot case study, eight volunteer teachers from one school chose to investigate their own practice by either focusing on their own questioning skills to foster student engagement in the classroom or, on how they could support their students to generate intellectually challenging questions that lead to increasing student voice, engagement and deeper learning in the classroom. Key findings were that who does the questioning is not an either-or dichotomy, and that significant pedagogical shifting requires a long-term focus. This shift is influenced by teachers’ commitment to using questioning as a pedagogical approach for enhancing student learning.  相似文献   

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