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Sheng-Shiang Tseng; Erkan Er – Educational Technology & Society, 2024
The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students' engagement using an experimental research design. Students in the experimental group (n = 26) performed the feedback…
Descriptors: Feedback (Response), Peer Evaluation, Learner Engagement, Dialogs (Language)
Ye, Dan; Pennisi, Svoboda – Journal of Computer Assisted Learning, 2022
Background: Online discussion is one of the commonly used tools to enhance students' interactions and engagements in online courses, but it is not clear how social presence in online discussions impacts students' learning and what kinds of interactions we should encourage. Social network analysis provides a new methodology to investigate how…
Descriptors: Discourse Analysis, Computer Mediated Communication, Discussion Groups, Social Networks
Rajan, Ranjidha – ProQuest LLC, 2023
Online learning environments and activities via learning management systems have become the new normal in most educational institutions after the COVID-19 pandemic. An online discussion forum is ideal for online and hybrid courses to enhance collaborative participation between learners and instructors. The problem addressed in this study is the…
Descriptors: Online Courses, Discussion (Teaching Technique), Discussion Groups, Computer Mediated Communication
Marla J. Lohmann; Kathleen A. Boothe – Journal of the American Academy of Special Education Professionals, 2024
Discussion boards are a common component of asynchronous online courses. While many teacher preparation courses utilize traditional text-based discussion boards, university faculty are increasingly designing innovative approaches to asynchronous online discussions. There is significant research regarding the effectiveness of varied discussion…
Descriptors: Discussion (Teaching Technique), Learner Engagement, Discussion Groups, Online Courses
Brunton, Robyn; MacDonald, Jasmine; Sugden, Nicole; Hicks, Ben – Australasian Journal of Educational Technology, 2022
Discussion forums are often touted as maximising student participation and learning but concerns around engagement counter any perceived benefits. Often participation is the measure of engagement, and students who do not post are deemed unengaged. To further examine engagement and forums as learning communities, we used analytic data from 270…
Descriptors: Students, Discussion Groups, Student Participation, Learner Engagement
Eva A. Alfoldi – Journal of Education for Business, 2024
In the COVID-19 era, "Yellowdig" (an online discussion board with social media-like features) has increasingly risen to prominence in higher education. Reflecting on a multi-year experiment involving 14 international business and marketing courses, I argue that Yellowdig remains a valuable tool for learning even after returning to…
Descriptors: Learner Engagement, Interpersonal Relationship, Discussion Groups, Online Courses
Davis, Sandra – International Journal on E-Learning, 2021
Participation and sense of belonging are important to student success. As the number of students involved in distance education increases, existing methods of communicating in distance education programs should be examined to ensure that all students feel comfortable participating in class discussions. We studied class participation in a fully…
Descriptors: Online Courses, Discussion Groups, Student Participation, Graduate Students
Williams-Dobosz, Destiny; Jeng, Amos; Azevedo, Renato F. L.; Bosch, Nigel; Ray, Christian; Perry, Michelle – Journal of Chemical Education, 2021
Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where…
Descriptors: Online Courses, Help Seeking, Disproportionate Representation, College Students
Li, Xiaofeng; Yu, Yawen – Information and Learning Sciences, 2020
Purpose: This paper aims to investigate the following questions--What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of students' discussion initial posts and replies in a fully online graduate course? In what ways, if any, do discussion prompts influence the types of initial posts and…
Descriptors: Asynchronous Communication, Discussion Groups, Graduate Students, Online Courses
Juliet V. Lockwood – ProQuest LLC, 2024
Incivility in the college classroom distracts from the learning process. Students who are uncivil to their peers often shame and embarrass them in front of others, and uncivil students distract from learning opportunities by arguing with professors and coercing them for grades that were not earned. Incivility by students is counterintuitive to the…
Descriptors: College Students, College Faculty, Online Courses, Peer Relationship
McCuin, Deborah – Educational Research: Theory and Practice, 2021
The intent of this research project was to address a perceived lack of capacity to address controversial topics or differences of perspective with civil discourse when engaged in learning in an online graduate course. Using carefully designed discussion prompts, students were asked to post, respond and reflect on their own research projects and…
Descriptors: Computer Mediated Communication, Discussion Groups, Communities of Practice, Online Courses
Bolduc-Simpson, Sheila; Simpson, Mark – Distance Learning, 2020
Effective face-to-face (F2F) classroom discussions are those in which learners discover and explore dissonance or inconsistency among themselves. The learners are the ones asking and answering the questions with the instructors serving as guides on the side. Laughter emanates from these noisy discussions and as the semester progresses, friendships…
Descriptors: Educational Environment, Online Courses, Asynchronous Communication, Discussion Groups
Kristen Paige Kelton – ProQuest LLC, 2022
The relationship between quantity of instructor to student interactions in online, asynchronous, course-specific courses at the community college level is under-researched. This quantitative, correlational study examined the relationship between the weekly number of instructor-generated posts and two course outcomes within fully online history…
Descriptors: Online Courses, Electronic Learning, History Instruction, Outcomes of Education
Joiner, Keith. F.; Rees, Leanne; Levett, Britt; Sitnikova, Elena; Townsend, Dijana – Studies in Higher Education, 2021
Increasingly postgraduate courses are delivered online to meet professionals' demands for life-long learning. The research examined the efficacy of students critiquing each other's seminal work, by either direct exchange or via online fora, as a structured part of their formal assessments. A total of 377 students across three experimental and two…
Descriptors: Peer Evaluation, Feedback (Response), Computer Mediated Communication, Discussion Groups
Genevieve Henricks; Michelle Perry; Suma Bhat – Grantee Submission, 2021
Discussion forums are important components of online courses because of the collaboration and community they foster, and the language used within the discussion forums may be influential in this development. In particular, studying the gendered language patterns of discussion forums can help gain insight into students' state of mind and propensity…
Descriptors: Gender Differences, Language Usage, Online Courses, College Science