The article introduces a systematic comparison of video-based dyadic interviews and focus groups using newly developed tools for evaluating the success of one way of doing focus groups over another. We conducted a series of online discussions using a video conferencing tool, half of which consisted of four-person focus groups and the other half…

In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner…

This paper reports the use of Google Docs in a master's degree program as an online tool for collaborative co-construction of knowledge and self-assessment. Participants included eighty graduate teachers in a master's degree. The study employed a mixed method approach. Among the tools applied were a questionnaire, focus group discussions,…

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…

The focus of this article is on digital literacy and students' use of digital sources. We are examining how students choose digital video sources when doing group work with tablets in a social studies project. The analysis centers on how students collaboratively negotiate and reason around their choice of video sources during an assignment about…

University classes in marketing are often large and therefore require teams of teachers to cover all of the necessary activities. A major problem with teaching teams is the inconsistency that results from myriad individuals offering subjective opinions (Preston 1997). This innovation uses the latest moderation techniques along with Audience…

This study investigates the influence of interpersonal communication and intergroup identification on members' evaluations of computer-mediated groups. Participants (N= 256) in 64 four-person groups interacted through synchronous computer chat. Subgroup assignments to minimal groups instilled significantly greater in-group versus out-group…

Because lecture-based teaching limits student learning, many instructors are interested in pedagogical strategies that support critical thinking, student participation, and group discussion in large classrooms. Audience response systems, or "clickers," are an emerging tool for addressing this problem, but predominant pedagogical models for clicker…

This paper explores a middle school teacher's and his students' perceptions of the differences between online synchronous literature discussions and face-to-face literature discussions. Each member of this literature group participated in two face-to-face and two online literature discussions. Participants were interviewed twice to discuss their…