Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication

Bonk, Curtis J.; King, Kira S.

doi:10.4324/9780203053805-19

Electronic Collaborators 2012

DOI: 10.4324/9780203053805-19

|View full text |Cite

Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication

Curtis J. Bonk¹,

Kira S. King²

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2019

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Biesenbach-Lucas¹

2019

OLJ

View full text Add to dashboard Cite

This paper discusses students’ perceptions of an asynchronous electronic discussion assignment implemented shortly after the technology had been introduced to the university. In addition to the weekly face-to-face class meetings, students in two graduate level teacher training courses were assigned to small groups for an entire semester and made weekly contributions to their group’s course web discussion forum in which they discussed course content. Students were to make explicit references to course readings and postings by their group members. The instructor evaluated students' postings on a weekly basis. At the end of the course, students completed a survey assessing their satisfaction and asking for their suggestions for modification of the particular assignment type and format. For all students, the extension of course-related discussions outside the regular face-to-face class meetings offered benefits in the form of greater social interaction with other class members; for the non-native speakers among the students, the asynchronous discussions facilitated assimilation of course content, but it was not perceived as providing additional language practice. For all students, the two main issues perceived as negative related to their perceptions of forced, unnatural interaction promoted by the asynchronous discussions and lack of topic prompts, the requirement to make connections to prior postings, and the frequency of required contributions to discussions. Possible reasons for students’ perceptions are explored and suggestions for further research are provided.

show abstract

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Biesenbach-Lucas¹

2019

OLJ

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Electronic Teaching: Extending Classroom Dialogue and Assistance Through E-mail Communication

Cited by 1 publication

References 0 publications

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Asynchronous Discussion Groups in Teacher Training Classes: Perceptions of Native and Non-Native Students

Contact Info

Product

Resources

About