Researching Student Learning in a Two-Tiered General Education Program

Csomay, Enikó; Pollard, Elizabeth Ann; Bordelon, Suzanne; Beck, Audrey N.

doi:10.1353/jge.2015.0021

Cited by 1 publication

(2 citation statements)

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“…As such, students should be encouraged to see value in online discussions as a complementary learning approach, irrespective of their sentiment or preference for the face-to-face strategy. More importantly, the findings re-echo the previous research that GNED courses help students develop and strengthen their critical thinking, social and analytical skills ( Csomay et al., 2015 ; Furman, 2013 ). As such, instructors need to support and enhance students' learning using different pedagogical strategies in their classes, including the online discussion forum for promoting students' learning community.…”

Section: Discussionsupporting

confidence: 80%

“…General Education (GNED) programs where students take courses apart from their core classes are getting broader acceptance in higher institutions worldwide ( Ma, 2018 ). This is because the programs complement students' core courses in helping them develop soft and transferrable skills to communicate effectively, think critically, and analyze issues ( Csomay et al., 2015 ; Furman, 2013 ). Notwithstanding, the literature indicates that not all students appreciate the GNED courses; some are less committed to the classes, unlike their core courses ( Head, 2014 ; Rutledge and Lampley, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Can online discussions facilitate deep learning for students in General Education?

Aderibigbe

2021

Heliyon

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Studies suggest that online discussions complement teaching and students' learning. However, research also indicates that some tutors and students are uncertain about the value and quality of the learning process in online discussions. The debate and uncertainty necessitate more studies on students' learning quality and depth in online discussions. Therefore, this study aimed to explore how the quality of students' learning and posts are influenced by the deep learning approach in General Education classes through the online discussions. Data collection and analysis were done using both qualitative and quantitative strategies. For the qualitative part, students' posts were retrieved verbatim and mapped deductively with the deep and surface learning approaches, while the number of students' post were collected and analyzed descriptively. The findings indicate that most students' posts are of high quality and are grounded in the deep learning approach through their engagements in online discussions and a reflective assignment. The study concludes that online discussions can foster deep learning if instructors provide students with clear guidelines and reasonable time to engage with colleagues.

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Section: Discussionsupporting

confidence: 80%