A Systematic Review of Empirical Studies on Participants’ Interactions in Internet-Mediated Discussion Boards as a Course Component in Formal Higher Education Settings

Zhao, Hong

doi:10.24059/olj.v19i3.675

Cited by 8 publications

(4 citation statements)

References 24 publications

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“…Most students did not feel comfortable to openly challenge their peers. The study conducted by Zhou (2015) found that students rarely challenged or disagreed with their peers in online discussion postings. It was understanding that students might be afraid to offend their peers.…”

Section: Considerations For Redesignmentioning

confidence: 99%

Enhancing the Quality of Online Discussion—Assessment Matters

Wang

2019

Journal of Educational Technology Systems

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Online discussion had been proliferating on university campuses in U.S. higher education. Nevertheless, the quality of student postings had been a concern. Research showed that assessment played an important role in promoting the success of online discussion. This article reported a design-based research on designing, implementing, and investigating assessment rules in online discussion. The study was conducted in discussion-based online courses at a large urban university in the United States. Participants were graduate students who were studying for their master's degree. The majority of the participants were currently school teachers. Student discussion postings and written reflections were collected over the time span of three semesters. Content analysis was applied in analyzing student postings. Student written reflections were analyzed to corroborate the results of the content analysis. Suggestions for the next cycle of redesign were discussed.

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Section: Considerations For Redesignmentioning

confidence: 99%

Enhancing the Quality of Online Discussion—Assessment Matters

Wang

2019

Journal of Educational Technology Systems

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“…Several modern computer-mediated communication (CMC) technologies can be utilized in online courses for the purpose of increasing collaborative interactions among the participants. Concurrently, the use of an asynchronous discussion forum (DF) is increasing in asynchronous Computer Science Students' Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses online learning (Fear & Brown, 2014;Zhou, 2015). Asynchronous DFs play a substantial role in humanizing online courses by replicating the classroom experience of information exchange and community building, not just between students and their instructor but also among the students themselves (Saadé & Huang, 2009).…”

Section: Computer Science Students' Attitudes Towards the Use Of Strumentioning

confidence: 99%

Computer Science Students’ Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses

Tibi¹

2018

OLJ

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This study aims to investigate and analyze the attitudes and opinions of computer science students at two academic colleges of Education with regards to the use of structured and unstructured discussion forums in computer science courses conducted entirely online. Fifty-two students participated in two online courses. The students in each course were divided into two groups: the experimental group, which participated in the structured discussion forum, and the control group, which participated in the unstructured discussion forum. The questionnaire, which was used for collecting the data, consisted of closed and open-ended questions. The results revealed that the attitudes of students who participated in the structured discussion forum were positive compared to the attitudes of students who participated in the unstructured discussion forum. Based on the results of the study, the researcher suggests some appropriate recommendations.

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“…In response to the first question about what they liked, the emergent themes were related to a discussion board as a safe environment, thinking critically and learning from different perspectives, and general praise for the activity. One of the purported benefits of an asynchronous discussion is that it can serve as a safe environment for those participants shy or unwilling to speak out in a face-to-face discussion (Zhou, 2015). One participant noted that it provided the opportunity to think about and discuss the topic freely within this "safe environment".…”

Section: Survey Resultsmentioning

confidence: 99%

Effective Evaluation of the Non-Technical Skills in the Computing Discipline

Danaher

Schoepp²,

Kranov³

2019

JITE:Research

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Aim/Purpose: Assessing non-technical skills is very difficult and current approaches typically assess the skills separately. There is a need for better quality assessment of these skills at undergraduate and postgraduate levels. Background: A method has been developed for the computing discipline that assesses all six non-technical skills prescribed by ABET (Accreditation Board for Engineering and Technology), the accreditation board for engineering and technology. It has been shown to be a valid and reliable method for undergraduate students Methodology: The method is based upon performance-based assessment where a team of students discuss and analyze an ill-defined authentic issue over a 12-day period on a discussion board Contribution: This is the first published method to assess all six skills simultaneously in computing and here it has been trialed with postgraduate students. Findings: The results show that the method, though originally designed for undergraduates, can successfully be used with postgraduate students. Additionally, the postgraduate students found it to be very beneficial to their learning. Recommendations for Practitioners: This method can successfully assess non-technical skills at tertiary level in the computing discipline and it can be adapted to other disciplines. Though designed for assessment it has been found to be an ideal method for teaching the skills at both undergraduate and post graduate levels. Recommendation for Researchers: Compared with other assessment approaches this method has many advantages: it is a direct method of measurement, it is a rigorous method and it assesses all skills simultaneously Impact on Society: Proficiency in non-technical skills is critical for development of knowledge-based economies. This method is a tool to assist in developing these skills. Future Research: Researchers can examine how the method benefits students in their context and examine if there are differences between their context and the UAE context presented here. Researchers can work on developing a rubric solely for postgraduate use i.e., to capture the range of levels among postgraduates.

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A Systematic Review of Empirical Studies on Participants’ Interactions in Internet-Mediated Discussion Boards as a Course Component in Formal Higher Education Settings

Cited by 8 publications

References 24 publications

Enhancing the Quality of Online Discussion—Assessment Matters

Enhancing the Quality of Online Discussion—Assessment Matters

Computer Science Students’ Attitudes Towards the Use of Structured and Unstructured Discussion Forums in Fully Online Courses

Effective Evaluation of the Non-Technical Skills in the Computing Discipline

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