Online Discussions Improve Student Perceptions of Instructor Efforts to Relate Faith to Learning in Graduate Occupational Therapy Courses

This article presents the results of a retrospective controlled study conducted in a graduate occupational therapy program. The study examined the effect that an online discussion targeting integration of faith and learning had on student perceptions of instructor effectiveness in relating faith to learning. This study addresses the following question: Does the addition of a single online discussion targeting integration of faith and learning in graduate occupational therapy courses significantly increase student ratings on a course evaluation question addressing faith–learning integration? This study also asked two secondary questions:

1. Do online students and face-to-face students both respond favorably to the addition of an online discussion targeting faith–learning integration?

2. Do students in three different courses all respond favorably to the addition of an online discussion targeting the integration of faith and learning?

Data were collected from three different courses taught by the same professor between Fall 2009 and Fall 2013 (four sections of each course; N = 138). The ordinal data were analyzed using nonparametric tests to determine significant differences and effect sizes. The results indicated that the addition of a single online discussion addressing faith–learning integration can significantly increase student perceptions of instructor effectiveness in such integration within graduate occupational therapy coursework, both in face-to-face and online learning environments. These findings provide support for the use of online discussions to challenge students to integrate Christian faith beliefs with what they are learning in their area of study.     

动态在线讨论：交互式学习环境中的深层学习

本文阐述了在远程教育中进行面向深层学习的动态在线讨论的一个框架。该框架建立在信息、方法和认知等三个普遍性过程的基础上。在本框架中进行动态讨论的结构包括三种在线讨论的类型,即灵活的同伴、结构化的主题和协作性任务讨论。该框架在一门有关教学多媒体设计的在线研究生课程中使用过两个学期。创建动态讨论的策略是为了促进不同学习者之间的在线交互,并有助于设计能实现有效交互的任务。学生通过设计的任务产生了接受性学习,在此基础上促进了适应性学习,并且激发了他们促进深层学习的认知能力。该框架及动态讨论的策略提供了一个在线学习环境,在这样的环境中学生的学习超越了既定的课程目标。     

Strengthening the Conversation in Blended and Face-to Face Courses: Connecting Online and In-Person Learning with Crossover Protocols

There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols.     

Facilitating online discussions effectively

This article presents a synthesis of the theoretical and research literature on facilitating asynchronous online discussions effectively. Online courses need to be designed so that they provide motivation for students to engage in productive discussions and clearly describe what is expected, perhaps in the form of a discussion rubric. Additionally, instructors need to provide discussion forums for socio-emotional discussions that have the goal of nurturing a strong sense of community within the course as well as group discussion forums for content-and task-oriented discussions that center on authentic topics. In order to facilitate discussions effectively, instructors should generate a social presence in the virtual classroom, avoid becoming the center of all discussions by emphasizing student–student interactions, and attend to issues of social equity arising from use of different communication patterns by culturally diverse students [e.g., Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. The American Journal of Distance Education, 15(1), 7–23; Rovai, A. P. (2003). Strategies for grading online discussions: Effects on discussions and classroom community in Internet-based university courses. Journal of Computing in Higher Education, 15(1), 89–107].     

A Constructivist Model of Mentoring,Coaching, and Facilitating Online Discussions

This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and facilitating to identify the characteristics of conference discussion messages. The instructor fostered the development of volunteer teaching assistants into coaches and of student discussion facilitators into facilitators of learning. The proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning, and suggests creative ways for online instructors to manage different types of teaching responsibilities. Recommendations for further research are included.     

Raising the bar: Encouraging high level thinking in online discussion forums

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.     

Developing Online Graduate Coursework in Adapted Physical Education Utilizing Andragogy Theory

Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). This article first describes four components fundamental to andragogical instruction: experiential learning, self-directed learning, engagement, and transformative learning. The narratives provide information and characteristics about online APE course development for PE teachers’ professional development and how andragogy approach is a useful and beneficial approach to enhance learning.     

Transitioning From On-Campus to Online in a Master of Science Nursing Program: a Comparative Study of Academic Success

This comparative study examined the academic success rates of online graduate nursing students by comparing final grades to the on-campus cohort of graduate nursing students prior to the program transitioning online. Analysis was conducted by identifying and comparing final course grades in 4 required Master of Science in Nursing (MSN) courses over a period of 6 years. Five key themes related to online student success are discussed, including the need for graduate nursing MSN programs to transition to an online format, barriers to online learning, comprehensive program evaluation of an online degree program, online student retention approaches, and exploration of whether online students have been shown to be as academically successful as on-campus students. Results reveal that both cohorts of course delivery modes yield academically successful MSN students and both course delivery modes are providing the MSN program with almost equal pass rates by the students taking the required core courses.     

Teaching with the Case Method Online: Pure Versus Hybrid Approaches

The impact of hybrid classroom/distance education approaches is examined in the context of the case method. Four distinct semester‐long treatments, which varied mixes of classroom and online discussion, were used to teach a graduate MIS survey course. Specific findings suggest that by using Web technology, college instructors may offer students the option of participating in high‐quality courses using the case method pedagogy in an online environment. Students not only appear to do as well as in the traditional classroom, but the data suggest that students in the online environment may perform better at multiple levels of learning outcomes, especially when using a blend of classroom and online technologies. Furthermore, the precepts of the case method pedagogy may be enhanced by the use of online discussions. Instructors employing the technique may find their own importance devalued, while the time demands of the approach can be much greater than for traditional classes. The findings infer that it is the model of learning and its fit with supporting technologies, rather than the presence of technology per se, which enhances learning outcomes.     

Promoting Critical Thinking in an Online Certificate Program For Faculty in the Health Professions

Organizations governing education in the health professions have recently called for changes in teaching to promote students’ use of critical thinking (CT). Expectations for CT in courses to train educators should be aligned with the expectations of student use of CT. A growing number of certificate and master’s-level programs are being developed to address the needs of educators in the health professions who are unlikely to have experienced training in adult education, curriculum development, and assessment. This study explored the extent to which online course discussion forums in continuing profession education courses on teaching and curriculum design can play a role in the development of participants’ CT skills. It investigated an online pilot program of courses that relied heavily on discussions, with prompts designed to elicit higher-level thinking. The 190 discussion posts made over the four program courses were analyzed for CT. Posts were cross-coded by both authors. Frequency of CT increased substantially over the program. Metacognition use in particular rose sharply and consistently. We found that carefully structured online courses can promote CT among educators in the health professions.     

How teams learn to regulate collaborative processes with technological support

We examined the utility of a technologically enhanced collective regulation system for improving students’ collaborative sense-making processes, i.e., discussion quality, over time. Participants were 27 online undergraduate students enrolled in an introductory information science course. Students were divided into teams tasked with carrying out five online synchronous discussions and collective reflection activities in the system focusing on improving their processes over a ten-week period. Discussion quality was evaluated by a trained graduate student, using the same assessment rubric used by teams. Both qualitative and quantitative analysis techniques were used to examine teams’ collaborative discussion quality and socio-metacognitive processes over time. Findings suggest teams significantly improved discussion quality and used the features in the system to do so. The results also suggested that while individuals were generally inaccurate in assessing their team’s discussion quality, group assessment accuracy and identification of team’s weaknesses improved over time in select areas.

     

Intentional Online Discussions in Teacher Education

The goal of a creating civil discourse in teacher education deeply intersects with the ways that students interact in online discussions. However, as discussion shifts to online formats, digital misinformation is becoming widespread and threatens critical and civil communication as cognitive biases emerge in dialogue. The purpose of this case study research was to explore the participants' perceptions of growth and pitfalls while using the six essential elements of an online discussion typology developed as a pedagogical intervention to increase critical thinking and civility in discourse. The findings suggested that participants' responses in online discussions implied some cognitive biases and those participants engaged most often in discussions that were safe, comfortable, and familiar. Nevertheless, in their metacognitive reflections on the typology, participants demonstrated awareness of how these tendencies toward cognitive comfort shortchanged discussions and potential opportunities to develop new perspectives.     

Effects of Peer-Led Online Asynchronous Discussion on Undergraduate Students' Cognitive Achievement

Abstract

This study investigated the effect of peer leadership on students' cognitive achievement in online asynchronous discussions. Undergraduate students from a large online course were randomly assigned into groups for four asynchronous discussions, with each group having two to three peer leaders. Results of the mixed-method analysis revealed that the quality of student leaders' lower-order cognitive achievement in online discussion was significantly better than that of student responders. Student leaders' higher-order cognitive level achievement in online discussion had at least the same quality as that of student responders. Moreover, both students' higher-order and lower-order cognitive achievement in discussions had positive and moderate correlation with students' course achievement. Further study should focus on methods to maximize student responders' cognitive achievement in online peer-led discussions.     

Preparing Students to Take Online Interactive Courses

Electronic communication and World Wide Web skill levels for graduate students entering a Master of Science in Education degree program with online components were examined before and after completion of an introductory technology skills course. Results indicated that students can identify their weaknesses and can subsequently develop skills for using electronic communication, the World Wide Web, and related activities through an online course designed to prepare them for success in taking subsequent online courses. The findings support views that Web-based courses require some skills that may be new for the student, and that students will require varying degrees of instruction in how to deal with technology-based learning.     

Perfecting Lessons Learned for Criminal Justice Online Graduate Education: Reflection,Integration, and Application

Criminal justice programs are seeing an increase in the number of online classes both at the graduate and undergraduate levels. At the graduate level, criminal justice online education requires students to achieve mastery of higher ordered thinking and advanced analytic skills. Some students may believe that online education is simply a matter of reading postings and writing simple responses to queries. In order to counter the view that modern online courses, particularly those at the graduate level, are not academic enough, online graduate faculty must find ways to engage students through useful course design and meaningful assessments that promote deep learning. Such engagement requires faculty and students to show reflection in design as well as the integration and application of course materials in a consistent and significant way. This paper will discuss our attempts to reframe graduate criminal justice online classes in order to enhance student engagement and, ultimately, their deeper learning.     

Exploring Factors Influencing Collaborative Knowledge Construction in Online Discussions: Student Facilitation and Quality of Initial Postings

Although lots of studies have investigated collaborative knowledge construction in online courses, the factors influencing this process are yet to be fully determined. This study provides quantitative and qualitative types of evidence on how (naturally emerged) student facilitation and quality of initial postings influence collaborative knowledge construction in online discussions. We analyzed the discourse of nine student groups (N = 34) working on a case problem in an online discussion forum. We found that student facilitation was an important contributor to the process. In contrast, the contribution of low-quality postings in early stages of the discussion can jeopardize the process. This work is an attempt to address quality in online learning by helping instructors decide on encouraging student facilitation in online discussions as well as structuring and carefully monitoring the content of initial discussion postings.     

面向“线上+线下”的非全日制研究生课程混合式教学模式

文章在全面梳理非全日制研究生课程教学特点的基础上,通过分析当前非全日制研究生课程学习过程中面临的问题和挑战,提出了面向线上与线下相结合(“线上+线下”)的非全日制研究生混合式教学模式,分析了模式的可行性、教学设计与实施过程,探讨了模式有效实施需要注意的有关问题。     

An Analysis of Peer Assessment Online Discussions within a Course that uses Project-based Learning

In recent years project-based learning (PBL) incorporating online discussions has gradually been applied to courses that focus on writing projects. Past studies have shown that learners in PBL often face the difficulties of not having in-depth data analysis and peer discussions and how teachers design the rules and methods for online discussions has a significant influence on the quality of discussion. Since using a peer assessment strategy in the classroom could facilitate learners' critical thinking and meta-cognitive skills, this study conducts an empirical observational study in order to analyse the content and process of the discussion activities based on peer assessment without teacher intervention and tries to explore students' knowledge construction of the discussion. Sequential analysis and content analysis were conducted to observe the scale of each aspect of knowledge construction and the sequential pattern of students' knowledge construction during the discussions. Teachers didn't provide any guidance or intervention during the activity. Based on the results of the observations, this study discusses the possible difficulties that students may encounter when conducting peer assessment online discussions. Finally, this study also proposes suggestions about the timing and methods for teacher interventions.     

Effects of discussion representation: comparisons between social and cognitive diagrams

An online discussion facilitates students’ higher order thinking in online classes, especially when adopted with the instructor’s guidance. The current experimental study examined the effects of two different discussion representation tools (social and cognitive diagrams) on students’ discussion behaviors. The social diagram emphasized interactivity of participants by illustrating who posted messages and who replied. The cognitive diagram described how discussion topic evolved by summarizing main topics discussed. Thirteen graduate students enrolled in an online graduate course participated in the study. While analyzing five instructional cases, students were asked to discuss each case in a group that the instructor assigned randomly. For each case, one group was provided with the social diagram whereas the other with the cognitive diagram. Major findings revealed both tools facilitated online discussion activities as the instructor intended: the social diagram turned out to promote socially desirable responses while the cognitive diagram produced more cognitively desirable responses. Further studies on how the two types of discussion diagrams can be integrated in online discussions will be needed.