What to expect, and how to improve online discussion forums: the instructors’ perspective

Lima, Dhanielly P. R. de; Gerosa, Marco Aurélio; Conte, Tayana; Netto, José Francisco de Magalhães

doi:10.1186/s13174-019-0120-0

Cited by 67 publications

(44 citation statements)

References 45 publications

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“…Hence, some of them might have not been able to respond to the learners' feedback in a timely manner. This finding mirrors those of another study that examined the difficulties instructors had in moderating online discussion forums (de Lima et al, 2019).…”

Section: Discussionsupporting

confidence: 83%

“…Successful online instructors should connect their learners together, especially with native speakers or excellent speakers of the language they are studying so as to increase learners' motivation (Wu, Yen & Marek, 2011). However, online instructors often find it difficult to keep up with the pace of the discussion forums, especially in a large class (de Lima, Gerosa & Conte, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors Influencing Interaction in an Online English Course in Vietnam

Thach¹

2020

JFS

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This study examines the factors that influenced learners’ online interaction in an online English learning course offered at a Vietnamese university using mixed methods approach and principal component analysis. It explores which factors would have impact on learners’ interaction with the content, peers and instructors in the course as well as the level of importance for each factor. The findings of the study indicated that factors related to the online course were its content and flexible delivery while those concerning the learners were their internet self-efficacy as well as their perceived usefulness of interaction processes. The factors related to the instructors included timeliness and usefulness of feedback and their online presence. In addition, in Vietnamese context, the cultural factors such as being passive, fear of asking questions to instructors also influenced learners’ online interaction.

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Section: Discussionsupporting

confidence: 83%

Section: Literature Reviewmentioning

confidence: 99%

Factors Influencing Interaction in an Online English Course in Vietnam

Thach¹

2020

JFS

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“…There are distance education principles, application of distance teaching, and learning, management, and evaluation of distance education [17]. The research results are relevant examples for understanding the perspective of teachers, serving as support for researchers, developers, instructors, and online learning communities [18]. Along with the abundance of technological products that enable learning to occur, studies to determine the quality of each of these technology applications are indeed important.…”

Section: B Theory Basismentioning

confidence: 99%

Investigating Student Responses of Online Learning during the Covid-19 Pandemic in Performing Art Education

Pratama

Surahman

2020

2020 6th International Conference on Education and Technology (ICET)

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The Covid-19 pandemic has had a massive impact on human life, including arts learning in higher education. The problems that arise cause the learning community in the classroom to be limited. Face-to-face teaching is suddenly replaced by online learning. This study aims to determine an Edmodo-based online class's feasibility by conducting a user response survey, namely students. The questionnaire was given to all active students majoring in Performing Arts Education from three batches, totaling 125. Data analysis was performed using descriptive statistics in the form of tabulation and data visualization, used ANOVA for comparing the responses of male students with female students. The results show that the online class as an alternative to class meetings was declared good by the students. The respondents' preference in terms of the choice frequency and the mean score on each aspect of the assessment indicator shows a High level. There is no significant difference between the responses of male and female students. The data from this research can further be used as a productive study for the application of distance learning in the field of Performing Arts Education.

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“…By entering the e-mail address, one-to-one communication is also possible. After the lecturer or the manager has set up a discussion forum, they can fully administer it (Krishnan and Rogers, 2015;De Lima, et al, 2019).…”

Section: Discussion and Proposals For The Improvements In Applying Forms Of Education In Businessesmentioning

confidence: 99%

Education in further professional education before and during the pandemic

Matulčíková¹,

Breveníková²

2021

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The aim of the paper is to increase the motivation of organisations by providing the varieties of forms of education and the possibility of choosing the form of education for a specific educational activity. The focus of the paper is on two basic forms of education, full-time and distance learning. The centre of our attention is distance education, in terms of the conditions and implementation aspects of electronic corporate education in the Slovak Republic. Two methods were used in the empirical research: the questionnaire method and the interview. Respondents were selected from two sections of the Statistical Classification of Economic Activities – NACE (Rev.), Section C and Section G, 120 respondents in each section. Despite the digitalisation of the economy and education, respondents as well as authors believe that in the future, the corporate education after the pandemic will return to full-time education and development of blended education.

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What to expect, and how to improve online discussion forums: the instructors’ perspective

Cited by 67 publications

References 45 publications

Factors Influencing Interaction in an Online English Course in Vietnam

Factors Influencing Interaction in an Online English Course in Vietnam

Investigating Student Responses of Online Learning during the Covid-19 Pandemic in Performing Art Education

Education in further professional education before and during the pandemic

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