The effects of instructors' use of online discussions strategies on student participation and performance in university online introductory mathematics courses

Lee, Ji-Eun; Recker, Mimi

doi:10.1016/j.compedu.2020.104084

Cited by 38 publications

(28 citation statements)

References 35 publications

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“…According to the previous study (Moore et al, 2021), the different discussion pacing types might result in different cognitive levels which is related to learners' high order thinking and learning outcomes. Thus, to better engage learners and improve their cognitive levels and learning achievements in MOOCs, discussion pacings need to be designed and considered (Lee & Recker, 2021). However, little literature has shown that how discussion pacings affect learners' cognitive levels and their learning achievements in a MOOC discussion forum.…”

Section: Introductionmentioning

confidence: 99%

Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements

et al. 2022

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The MOOCs (Massive Open Online Courses) forum carries rich discussion data that contains multi-level cognition-related behavior patterns, which brings the potential for an in-depth investigation into the development trend of the group and individual cognitive presence in discourse interaction. This paper describes a study conducted in the context of an introductory astronomy course on the Chinese MOOCs platform, examining the relationship between discussion pacings (i.e., instructor-paced or learner-paced discussion), cognitive presence, and learning achievements. Using content analysis, lag sequential analysis, logistic regression, and grouped regression approaches, the study analysed the online discussion data collected from the Astronomy Talk course involving 2603 participants who contributed 24,018 posts. The findings of the study demonstrated the significant cognitive sequential patterns, and revealed the significant differences in the distribution of cognitive presence with different discussion pacings and learning achievement groups, respectively. Moreover, we found that the high-achieving learners were mostly in the exploration, integration, and resolution phase, and learner-paced discussion had a greater moderating effect on the relationship between cognitive presence and learning achievements. Based on the findings and discussion, suggestions for improving the learners' cognitive presence and learning achievements in the MOOC environment are discussed.

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Section: Introductionmentioning

confidence: 99%

Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements

et al. 2022

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“…However, the quality of online learning needs to be improved ( Chen et al, 2021 ; Wang et al, 2021 ). Lee and Recker (2021) proposed that online learning quality depended not only on online learning resources but also on instructors’ teaching presence. Teaching presence determines students’ learning efficiency ( Caskurlu et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory

et al. 2021

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Given that there is no consensus on a framework for measuring presence in online teaching, this paper focuses on the construction of a reliable measurement framework of teaching presence based on the Community of Inquiry theory. In this study, 408 questionnaires were collected from college students who had online learning experience. Item analysis, exploratory factor analysis, and confirmatory factor analysis were used to analyze the results, which showed that the five-factor framework is in good agreement with the data. The confirmatory factor analysis also demonstrated a good model fit of the correlated five-factor teaching presence framework. Therefore, the teaching presence measurement framework consisting of design and organization, discourse facilitation, direct instruction, assessment, and technological support, can serve as an effective tool to support teaching presence measurement and to provide guidance for instructors’ online teaching.

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“…A comprehensive review of the literature sheds light on factors affecting student success in online courses. In this regard, Lee and Recker [30] investigated which system of instruction best engaged students in basic online math or statistics courses and how this method influenced students' participation and achievement. The results found four distinct variables-detailed feedback, problem-centered discussion setting, open-ended prompts, and grading-all of which have positive effects on students' performance.…”

Section: Factors Affecting Students' Success In Online Coursesmentioning

confidence: 99%

“…The online learning environment may provide students with opportunities to explore new ideas in the subject matter, as well as develop social presence and presentation skills. Teachers can use various platforms or media applications for students to work in groups and share ideas among each other, which otherwise would not happen in face-to-face classes [30]. Creativity and innovation as a part of students' learning and development is a major concern in higher education [45].…”

Section: Creativity and Innovation And Student Engagement In Online Learningmentioning

confidence: 99%

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High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

et al. 2021

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All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students’ performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman’s Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students’ critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students’ performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students’ performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.

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The effects of instructors' use of online discussions strategies on student participation and performance in university online introductory mathematics courses

Cited by 38 publications

References 35 publications

Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements

Looking at MOOC discussion data to uncover the relationship between discussion pacings, learners’ cognitive presence and learning achievements

Constructing a Teaching Presence Measurement Framework Based on the Community of Inquiry Theory

High School Students’ Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic

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