ISBN:
9781461423706
,
1283622424
,
9781283622424
Language:
English
Pages:
Online-Ressource (XIV, 140 p. 10 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Computer science
;
Education
;
Education
;
Computer science
Abstract:
"The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion"--Provided by publisher
Abstract:
The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion. ?
Description / Table of Contents:
Student Participationin Online Discussions; Foreword; Preface; Contents; 1 Introduction; 1.1…Introduction; 1.2…The Role of Discussion; 1.3…Asynchronous Online Discussion; 1.3.1 Potential Benefits of Asynchronous Online Discussion; 1.3.2 An Example of How Asynchronous Online Discussion Could be Integrated into Teaching and Learning; 1.3.3 Participation in Asynchronous Online Discussions; 1.3.4 Limited Student Contribution; 1.4…The Purpose and Plan of this Book; References; 2 Challenges: Findings from Previous Empirical Research; 2.1…Sources of Data
Description / Table of Contents:
2.2…Factors Leading to Limited Student Contribution2.2.1 Not Seeing the Need for Online Discussion; 2.2.2 Behavior or Practice of Instructor or Participants; 2.2.3 Student Personality Traits; 2.2.4 Difficulty in Keeping Up with the Discussion; 2.2.5 Not Knowing What to Contribute/Lack of Worthwhile Comments to Contribute; 2.2.6 Exhibiting Surface-Level/Lower Order Critical Thinking; 2.2.7 Displaying Low-Level Knowledge Construction; 2.2.8 Technical Aspects; 2.2.9 Lack of Time; 2.2.10 Risk of Being Misunderstood; References
Description / Table of Contents:
3 Possible Strategies to Overcome Limited Student Contribution: Empirical Findings From Previous Research3.1…Addressing Students Not Seeing the Need for Online Discussion; 3.2…Addressing the Behavior of Other Participants; 3.3…Addressing Personality Traits; 3.4…Addressing Student Difficulty in Keeping Up With the Discussion; 3.5…Addressing Students Being at Loss of What to Contribute; 3.6…Addressing Students' Surface-Level Critical Thinking; 3.7…Addressing Students' Low-Level Knowledge Construction; 3.8…Addressing Technical Aspects; 3.9…Addressing the Problem of Lack of Time
Description / Table of Contents:
3.10…Addressing the Risk of Being MisunderstoodReferences; 4 Discussion on Strategy Dilemmas; 4.1…Use of Grades or Marks; 4.2…Use of Number of Posting Guideline and Posting Deadlines; 4.3…Use of Sentence Openers or Message Labels; 4.4…Extending the Duration of the Online Discussion; 4.5…Use of Instructor Facilitation; 4.6…The Case for Peer Facilitation; References; 5 Case Studies on Peer Facilitation: What Motivates Participants to Contribute?; 5.1…Examining Habits of Mind
Description / Table of Contents:
5.1.1 Peer Facilitators Should Display the Following Two Habits of Mind More Frequently: Awareness of Own Thinking and Open-Mindedness5.2…Examining Other Possible Reasons Why Students Contribute in Online Discussions; 5.2.1 Emphasize Efforts to Nurture Relational Capital Among Students; 5.2.2 Remind Students to ''Help Other People First''; 5.2.3 Choose Interesting Discussion Topics or Questions, Especially Those That are Relevant and Controversial; 5.2.4 Peer Facilitators Should Periodically Summarize the Main Points of a Discussion and Follow Up with Relevant Questions After the Summary
Description / Table of Contents:
References
Note:
Description based upon print version of record
DOI:
10.1007/978-1-4614-2370-6
URL:
Volltext
(lizenzpflichtig)
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