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Read-Only Participants: A Case for Student Communication in Online Classes

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Nagel, L.; Blignaut, A. S.; Cronje, J. C. – Interactive Learning Environments, 2009

The establishment of an online community is widely held as the most important prerequisite for successful course completion and depends on an interaction between a peer group and a facilitator. Beaudoin reasoned that online students sometimes engage and learn even when not taking part in online discussions. The context of this study was an online…

Descriptors: Feedback (Response), Online Courses, Peer Relationship, Educational Technology

Tagging Thinking Types in Asynchronous Discussion Groups: Effects on Critical Thinking

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Schellens, T.; Van Keer, H.; De Wever, B.; Valcke, M. – Interactive Learning Environments, 2009

The present study focuses on the use of thinking types as a possible way to structure university students' discourse in asynchronous discussion groups and consequently promote their learning. More specifically, the aim of the study is to determine how requiring students to label their contributions by means of De Bono's (1991) thinking hats…

Descriptors: Discussion Groups, Identification, Critical Thinking, Thinking Skills