Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors’ participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous discussion forums in 500 online courses to examine factors contributing to student participation. Results showed significant effects of both class size and amount of instructor participation, with a significant interaction between the two. In medium class sizes (with 15–30 students), amount of instructor participation did not predict the number of posts per student, but in smaller classes, significant differences in student participation were found depending on amount of instructor participation. Implications for fostering student participation in online discussion forums and interpreting research in this area are discussed.

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Grand Canyon UniversityStudents at all levels struggle with using correct American Psychological Association (APA) style to format their papers and cite their sources. With increased access to online sources and electronic plagiarism checkers, it is more important than ever that even freshmen students understand and master the basics of APA style. To this end, we examined the most effective modality (blended vs. face-to-face instruction) for teaching APA style by analyzing pre-and postinstruction scores on an APA quiz and an APA essay rubric for students in a blended and a traditional first-year composition class. Using paired-samples t tests, we found that both groups significantly increased their knowledge of APA style from pretest to posttest. However, a 1-way analysis of covariance showed that students in the face-to-face class scored significantly higher in the final APA quiz than those in the blended group, controlling for pretest scores. APA rubric scores were significantly higher for the female students in the face-to-face class than in the blended class. Implications for teaching APA style are discussed.

is a professor of English at Grand Canyon University where she teaches a variety of courses including first year composition, young adult literature and a professional writing capstone. Her degrees in counseling, English and psychology complement her varied research interests in teaching and learning which are currently focused on introversion and collaborative learning, blended learning, technology, and APA style.

In this reflective piece, two English educators, one high school level and one secondary level, detail how they employed a project-based approach to tackling texts that were problematic for their classrooms. Students in both classes were given control of their learning through a small group approach where they set the deadlines, the assignments, and the outcomes in their work with dystopian texts. Placing the responsibility for learning in the hands of the class was an empowering and motivating experience for the students and an act of reflective practice for the instructors.