Learning, Memorizing or Both?   Autonomy of Education; A Comparative Analysis

Tripathi, Kaushlendra Mani; Dewan, Akshita

doi:10.2139/ssrn.3092014

Cited by 1 publication

(1 citation statement)

References 6 publications

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“…Indicators of emotional engagement include student reaction, enjoyment, value, pride, anger, anxiety, shame, and boredom (Fredricks et al, 2004). When students respond favorably to the content and instructor, the material is perceived as meaningful and allows students to learn rather than memorize (Tripathi & Dewan, 2017). Conversely, if students exhibit negative emotions toward an instructor or course content, they are less likely to learn the associated material (Yuan & Kim, 2017).…”

Section: Engagementmentioning

confidence: 99%

The impact of student facilitation on student engagement in asynchronous online discussion

Bowen¹

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The impact of student facilitation on student engagement in asynchronous online discussion Robin T. Bowen Lack of engagement in asynchronous online discussion is a common issue due to insufficient participation, disinterest in discussion, superficial discussion, and the influence of peer behaviors. The purpose of this study was to enhance student engagement in asynchronous online discussion by using student-led discussion and peer assessment. A mixed methods design was utilized in this study to offset quantitative and qualitative research weaknesses and to draw on the strengths of both (Plano Clark & Creswell, 2008). The control group participated in the discussion managed by the instructor, who posted weekly discussion questions to a class discussion board and facilitated the discussion. The experimental group worked in smaller discussion groups, led by a different student each week who posed a discussion question, facilitated the group discussion, and conducted a peer review. Interviews and discussion post analysis showed that students were behaviorally engaged and the way in which they demonstrated cognitive and emotional engagement varied. Survey results indicated that there was no statistically significant difference in the control group and experimental groups' cognitive and emotional engagement, and academic performance. Students liked the student-led format, however, they preferred participating rather than leading. Directions for future research on student engagement in online discussion were identified.

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Section: Engagementmentioning

confidence: 99%

The impact of student facilitation on student engagement in asynchronous online discussion

Bowen¹

View full text Add to dashboard Cite

show abstract

Learning, Memorizing or Both? Autonomy of Education; A Comparative Analysis

Cited by 1 publication

References 6 publications

The impact of student facilitation on student engagement in asynchronous online discussion

The impact of student facilitation on student engagement in asynchronous online discussion

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