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

Tibi, Moanes H.

doi:10.24059/olj.v22i1.995

Cited by 21 publications

(17 citation statements)

References 17 publications

(27 reference statements)

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“…This was the second most studied theme under engagement. Researchers examined increasing interpersonal interactions ( Cung et al, 2018 ), learner-learner interactions ( Phirangee, 2016 ; Shackelford & Maxwell, 2012 ; Tawfik et al, 2018 ), peer-peer interaction ( Comer et al, 2014 ), learner-instructor interaction ( Kuo et al, 2014 ), learner-content interaction ( Zimmerman, 2012 ), interaction through peer mentoring ( Ruane & Koku, 2014 ), interaction and community building ( Thormann & Fidalgo, 2014 ), and interaction in discussions ( Ruane & Lee, 2016 ; Tibi, 2018 ).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

345

113

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Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.

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Section: Resultsmentioning

confidence: 99%

A systematic review of research on online teaching and learning from 2009 to 2018

Martin

Sun

Westine

2020

Computers & Education

345

113

View full text Add to dashboard Cite

show abstract

“…Salter and Conneely (2015) found that while both structured and unstructured discussion forums were viewed positively by students, structured discussion forums were found to be more engaging. Tibi (2018) found that students had a more positive attitude toward a structured discussion forum compared with an unstructured discussion forum.…”

Section: Discussionmentioning

confidence: 91%

“…For example, student participation and engagement were found to improve when the discussion forum imposed a specific interaction pattern on the submission of posts (Wegmann & McCauley, 2014). Other studies have examined the impact of both process and structure of discussion forums on variables such as cognitive presence (Chen et al., 2019), attitude toward discussion forum usage (Tibi, 2018), student perception of positive impact and phases of knowledge construction (Gao, 2014; Howell et al., 2014), and the development of critical thinking skills (Greenlaw & DeLoach, 2003). Akcaoglu and Lee (2016) studied the effect of group size in an online forum on sociability, social space, and group cohesion.…”

Section: Background Literaturementioning

confidence: 99%

How Group Size and Structure of Online Discussion Forums Influence Student Engagement and Learning

Peddibhotla

Jani

2019

Journal of Educational Technology Systems

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There are many challenges to simulate the experience of a professional facing a complex situation in a discussion of a case study using an online discussion forum. The current research examines the role of two aspects of discussion forum format (group size and discussion structure) on two outcome variables (student engagement and learning). We hypothesized that more structured discussions would better enable student learning but be worse in facilitating student engagement compared with less structured discussions. We also hypothesized that larger group sizes will be more conducive to student learning but be less effective at student engagement when compared with smaller group sizes. Our study found that neither discussion forum structure nor group size influenced either student engagement or learning independently. However, they did have a significant interaction effect on both student learning and student engagement.

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“…Los avances de las tecnologías de la información y comunicación (TIC) están provocando que las instituciones educativas actualicen los modelos pedagógicos y las estrategias didácticas, con la finalidad de mejorar la asimilación del conocimiento y el desarrollo de las habilidades en el estudiantado (Akyuz, 2018;Boz y Adnan, 2017;Salas-Rueda et al, 2019;Samaniego et al, 2015). De hecho, el crecimiento acelerado de las herramientas tecnológicas basadas en internet está provocando el surgimiento de nuevos modelos para la enseñanza y el aprendizaje (Nelson et al, 2019;Reyes et al, 2017;Salas-Rueda, 2019;Tibi, 2018). En particular, el aula invertida es un modelo pedagógico que propone la realización de diversas actividades dentro y fuera del salón de clases a través del uso de las TIC (Urbina et al, 2015).…”

Section: Introductionunclassified

Impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh

Salas-Rueda

2021

Rev. Electr. Educare

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Esta investigación cuantitativa analiza el impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh, para ello considera la ciencia de datos, las redes neuronales y el aprendizaje automático (regresión lineal). En el aprendizaje automático, la sección de entrenamiento utilizó el 60%, 70% y 80% de la muestra para evaluar las hipótesis de investigación. Los mapas de Karnaugh permiten identificar la función lógica que minimiza el número de componentes electrónicos utilizados durante la construcción de los circuitos digitales. El objetivo general es implementar y analizar el uso sobre el aula invertida en el proceso educativo sobre los mapas de Karnaugh. La muestra está compuesta por 26 estudiantes de la Licenciatura Ejecutiva en Sistemas Computacionales que cursaron la asignatura Lógica secuencial y combinatoria en una universidad mexicana. Esta investigación propone la implementación del aula invertida por medio de la consulta de videos YouTube (antes de la clase), el uso del protoboard en forma colaborativa (durante la clase) y el empleo del software Crocodile Clips (después de la clase). El protoboard es una placa de pruebas que permite la construcción de circuitos digitales y el software Crocodile Clips permite realizar diversas simulaciones sobre el funcionamiento de los circuitos digitales. Los resultados del aprendizaje automático indican que el aula invertida influye positivamente el rol activo y la motivación del estudiantado durante el proceso de aprendizaje. La ciencia de datos identifica 6 modelos predictivos sobre el aula invertida por medio de la técnica árbol de decisión. La información sobre el perfil del estudiantado (sexo y edad) y el uso de las herramientas (videos YouTube, protoboard y software Crocodile Clips) permiten la construcción de estos modelos. Asimismo, las redes neuronales identifican los aspectos del aula invertida que influyen en el rol activo y la motivación del estudiantado. Por último, en este estudio se ha comprobado que el aula invertida mejora las condiciones de enseñanza-aprendizaje por medio de la consulta de videos YouTube, el uso del protoboard en forma colaborativa y el empleo del software Crocodile Clips.

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

Cited by 21 publications

References 17 publications

A systematic review of research on online teaching and learning from 2009 to 2018

A systematic review of research on online teaching and learning from 2009 to 2018

How Group Size and Structure of Online Discussion Forums Influence Student Engagement and Learning

Impacto del aula invertida en el proceso de enseñanza-aprendizaje sobre los mapas de Karnaugh

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