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Download full textXi Lin; Ken Luterbach; Kristen H. Gregory; Sarah E. Sconyers – Online Learning, 2024
This study explored the impact of integrating ChatGPT into asynchronous online discussions. The analysis encompassed students' log data from Canvas and their perspectives on using ChatGPT. Results revealed a significant enhancement in overall discussion participation when ChatGPT is encouraged, emphasizing its potential as a catalyst for…
Descriptors: Artificial Intelligence, Computer Software, Teaching Methods, Computer Mediated Communication
Yue Li; Anne K. Armstrong; Marianne E. Krasny – Online Learning, 2024
How can we create a "global-at-home" learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of U.S. and Chinese university students who served as…
Descriptors: MOOCs, Teaching Assistants, Global Approach, Foreign Countries
McKinney, Brinda K. – Online Learning, 2018
In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty members often spend a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Students may feel…
Descriptors: Computer Mediated Communication, Critical Thinking, Reflection, Assignments
Truhlar, Allison M.; Walter, M. Todd; Williams, Kimberly M. – Online Learning, 2018
As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self- and group reflection on student--content and student--student…
Descriptors: Learner Engagement, Course Content, Peer Relationship, Case Studies
Cartner, Helen C.; Hallas, Julia L. – Online Learning, 2017
This article describes an innovative approach to professional development designed to challenge teachers' pedagogic practice and assumptions about educational technologies such as social media. Developing effective technology-related professional development for teachers can be a challenge for institutions and facilitators who provide this…
Descriptors: Social Media, Educational Technology, Teacher Attitudes, Faculty Development
McDonald, Paige L.; Straker, Howard O.; Schlumpf, Karen S.; Plack, Margaret M. – Online Learning, 2014
This article discusses a learning partnership among faculty and students to influence reflective practice in a blended course. Faculty redesigned a traditional face-to-face (FTF) introductory physician assistant course into a blended course to promote increased reflection and higher order thinking. Early student reflective writing suggested a need…
Descriptors: Blended Learning, Cooperative Learning, Communities of Practice, Reflection
