Face-to-Face Versus Threaded Discussions: The Role of Time and Higher-Order Thinking

Abstract

This study compares the experiences of students in face-to-face (in class) discussions with threaded discussions and also evaluates the threaded discussions for evidence of higher-order thinking. Students were enrolled in graduate-level classes that used both modes (face-to-face and online) for course-related discussions; their end-of-course evaluations of both experiences were grouped for analysis and themes constructed based on their comments. Themes included the “expansion of time,” “experience of time,” “quality of the discussion,” “needs of the student,” and “faculty expertise.” While there are advantages to holding discussions in either setting, students most frequently noted that using threaded discussions increased the amount of time they spent on class objectives and that they appreciated the extra time for reflection on course issues. The face-to-face format also had value as a result of its immediacy and energy, and some students found one mode a better “fit” with their preferred learning mode. The analysisof higher-order thinking was based on a content analysis of the threaded discussions only. Each posting was coded as one of the four cognitive-processing categories described by Garrison and colleagues: 18% were triggering questions, 51% were exploration, 22% were integration, and 7% resolution. A fifth category – social – was appropriate for 3% of the responses and only 12% of the postings included a writing error. This framework provides some support for the assertion that higher-order thinking can and does occur in online discussions; strategies for increasing the number of responses in the integration and resolution categories are discussed.

From Posts to Patterns: A Metric to Characterize Discussion Board Activity in Online Courses

“…In an online course, an asynchronous text-based discussion board may hold the added advantage of a time-lag between postings. This may lead to greater reflection and enriched discussions as compared to discussions in face-to-face settings [15,16].…”

Higher Order Thinking Skills to Enhance Millennial Students Through Active Learning Strategies

“…Students are said to be active when happy to find and solve problems if students are not passive in learning, students convey their ideas in response to problems from teachers and questions that arise from other students. Students who are happy to find and solve problems from round I to II have a significant increase [15].…”

Promoting Education for Sustainable Development in Teacher Education integrating Blended Learning and Digital Tools: An Evaluation with Exemplary Cases

“…Asynchronous Internet communication facilitates students to confront ideas or issues more objectively and reflectively as compared to synchronous face-to-face interaction, possibly due to better focus on the issues of discussion and less noise from face-to-face interaction. Additionally there is permanent record and expanded time in Internet discussion that encourages more thoughtful, reasoned and evidential discussion (Meyer, 2003). On the digital interface, the required writing skills provide the opportunity for students to express themselves in written texts.…”