WorldWideScience

Sample records for student online discussion

  1. Online discussion: Enhancing students' critical thinking skills

    Science.gov (United States)

    Rathakrishnan, Mohan; Ahmad, Rahayu; Suan, Choo Ling

    2017-10-01

    Online discussion has become one of the important strategies for the teacher to teach the students to think critically when conveying their ideas and become more proactive and creative. In this paper, padlet online discussion communication was conducted to examine its effectiveness in enhancing critical thinking. In this study, there are two types of critical thinking: macro and micro critical thinking. A total of 70 Universiti Utara Malaysia Management Foundation Programme students involved in this experimental research design. The students in treatment class are divided to few groups. Every group uses padlet online discussion to discuss the topic given. All the group members discuss and write their ideas in padlet. Ideas that are posted in padlet will be displayed in front of the class so that the entire group in the treatment class could see the given ideas. Paul's (1993) model was used to analyze student's macro and micro critical thinking in padlet online discussion and communication. The finding shows that students who used padlet online discussion backchannel communication have greater macro and micro critical thinking level than students who do not use online discussion.

  2. Increasing Student Participation in Online Group Discussions via Facebook

    Science.gov (United States)

    Miller, Scott T.

    2013-01-01

    A comparison study between two different methods of conducting online discussions in an introductory astronomy course was performed to determine if the use of Facebook as an online discussion tool has an impact on student participation as well as student response time. This study shows that students using Facebook for their online discussions…

  3. Student Satisfaction with Using Online Discussion Forums at Saudi Universities

    Science.gov (United States)

    Alzahrani, Majed Gharmallah

    2017-01-01

    This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims to examine the relationships between student satisfaction with using ODFs and student demographics as well as with their experience with ICT and online education. Data are collected from 2171 students from four leading universities at Saudi…

  4. Student Partisan Identity and Online Discussions

    Science.gov (United States)

    Clark, Christopher H.

    2017-01-01

    Political division in the United States is the subject of much analysis in the fields of political science and psychology. While political partisanship looms large over discussions of the national political climate's influence on schools and classrooms, very little work exists that directly examines the effects of high school students' political…

  5. Student-Moderated Discussion Boards in a Graduate Online Course

    Science.gov (United States)

    McRay, Jeni; Goertzen, Brent; Klaus, Kaley

    2016-01-01

    This application brief describes a "Module Discussant" activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning…

  6. Students' Perceptions of Online Discussions, Participation and E-Moderation Behaviours in Peer-Moderated Asynchronous Online Discussions

    Science.gov (United States)

    Ghadirian, Hajar; Fauzi Mohd Ayub, Ahmad; Salehi, Keyvan

    2018-01-01

    The aim of this study was to investigate the relationships between students' perceptions of online discussions, participation and e-moderation behaviours in peer-moderated asynchronous online discussions. Using survey data, the learning system's activity log and discussion transcripts, the authors analysed how 84 learners' perceptions of online…

  7. Does Feedback Influence Student Postings to Online Discussions?

    Directory of Open Access Journals (Sweden)

    Katrina A. Meyer, Ph.D.

    2007-07-01

    Full Text Available Feedback theory proposes that feedback influences the behavior of a system and its parts and that is governed by rules. This exploratory study attempts to test this theory in a graduate-level class on leadership theory. Twelve students were asked to participate in five online discussions, each lasting one week. The questions for each discussion were selected to be provocative and rich, without having any correct answer. At the end of the discussion, students were asked to indicate which posting and poster they felt was “best” or most valuable and why they felt the posting was “best.” There is mixed evidence that the voting influenced subsequent postings; some individuals did improve while others were consistently good or poor posters. Students selected postings that were (in declining frequency of occurrence: thoughtful or thought-provoking, well written or justified, uplifting, presented new information, same as their own opinions, changed me, or complex. These reasons are similar to those of the instructor, although the students’ difficulty in choosing and rationalizing a choice and the frequency at which students chose posts that captured their own thoughts and opinions are of some concern. This study provides some evidence that these graduate students could evaluate their own discussions without the instructor intruding or dictating an evaluation scheme, although this may not be true for other groups of online students.

  8. Students' Use of Self-Regulatory Tool and Critical Inquiry in Online Discussions

    Science.gov (United States)

    Bai, Hua

    2012-01-01

    Facilitating students' critical thinking in asynchronous discussions is important in online learning environments. Since students need to be self-regulated in online learning, the instructors are expected to scaffold students by providing structure and guidance. This paper discusses critical inquiry in two groups of students' online discussions.…

  9. Online Resources for Engaging Students in Bioethical Discussions

    OpenAIRE

    Hawkins, Amy J.; Stark, Louisa A.

    2015-01-01

    This review highlights free online resources for teaching bioethics that will be useful for educators working with high school and undergraduate students. These materials provide frameworks of ethical analysis, curricula and lesson plans, case studies, and resources that have a special focus on protection of human research participants.

  10. Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

    Science.gov (United States)

    Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

    2016-01-01

    This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

  11. Analyzing the Social Networks of High- and Low-Performing Students in Online Discussion Forums

    Science.gov (United States)

    Ghadirian, Hajar; Salehi, Keyvan; Ayub, Ahmad Fauzi Mohd

    2018-01-01

    An ego network is an individual's social network relationships with core members. In this study, the ego network parameters in online discussion spaces of high- and low-performing students were compared. The extent to which students' ego networks changed over the course were also analyzed. Participation in 7 weeks of online discussions were…

  12. Participant Perceptions of an Online Discussion among University Students in Israel, Taiwan and the United States

    Science.gov (United States)

    Zimmerman, Lynn W.

    2010-01-01

    This study examines whether and how online discussions used in learning situations help to develop interactive intercultural communication. Undergraduate university students in the US, Taiwan, and Israel engaged in an online discussion about gender stereotypes. This study examines their perceptions of the interactions. There were 31 undergraduate…

  13. The Structure of Discussions in an Online Communication Course: What Do Students Find Most Effective?

    Science.gov (United States)

    Jacobi, Laura

    2017-01-01

    The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the asynchronous discussions were structured in an upper level online organizational communication course. Surveys from 27 student participants were used, with questions focused upon the structure of discussions in the online…

  14. Student Interactions in Online Discussion Forum: Empirical Research from "Media Richness Theory" Perspective

    Science.gov (United States)

    Balaji, M. S.; Chakrabarti, Diganta

    2010-01-01

    The present study contributes to the understanding of the effectiveness of online discussion forum in student learning. A conceptual model based on "theory of online learning" and "media richness theory" was proposed and empirically tested. We extend the current understanding of media richness theory to suggest that use of…

  15. To War or Not? Engaging Middle School Students in an Ongoing Online Discussion

    Science.gov (United States)

    O'Brien, Joseph; Lawrence, Nicholas; Green, Kori

    2014-01-01

    In seeking to prepare students to be "citizens of a culturally diverse, democratic society in an interdependent world," teachers engage students in live, online discussions about what justifies war, while at the same time grappling with the requirements to teach the memorization of people, places and isolated events. Teachers and a…

  16. Student Outcomes Associated with Use of Asynchronous Online Discussion Forums in Gross Anatomy Teaching

    Science.gov (United States)

    Green, Rodney A.; Hughes, Diane L.

    2013-01-01

    Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…

  17. Participation in asynchronous online discussion forums does improve student learning of gross anatomy.

    Science.gov (United States)

    Green, Rodney A; Farchione, Davide; Hughes, Diane L; Chan, Siew-Pang

    2014-01-01

    Asynchronous online discussion forums are common in blended learning models and are popular with students. A previous report has suggested that participation in these forums may assist student learning in a gross anatomy subject but it was unclear as to whether more academically able students post more often or whether participation led to improved learning outcomes. This study used a path model to analyze the contribution of forum participation, previous academic ability, and student campus of enrolment to final marks in a multicampus gross anatomy course for physiotherapy students. The course has a substantial online learning management system (LMS) that incorporates asynchronous forums as a learning tool, particularly to answer learning objectives. Students were encouraged to post new threads and answer queries in threads started by others. The forums were moderated weekly by staff. Discussion forums were the most used feature of the LMS site with 31,920 hits. Forty-eight percent of the students posted at least once with 186 threads initiated by students and a total of 608 posts. The total number of posts made a significant direct contribution to final mark (P = 0.008) as did previous academic ability (P = 0.002). Although campus did not contribute to final mark, there was a trend for students at the campus where the course coordinator was situated to post more often than those at the other campus (P = 0.073). These results indicate that asynchronous online discussion forums can be an effective tool for improving student learning outcomes as evidenced by final marks in gross anatomy teaching. Copyright © 2013 American Association of Anatomists.

  18. Social Influence in Online Health Discussions: An Evaluation of Online Graduate Student Support Groups

    Science.gov (United States)

    Maloney, Erin Kay

    2010-01-01

    This paper reports on the results of a field experimental design assessing online support groups testing hypotheses derived from the social identification model of deindividuation effects (SIDE; Lea & Spears, 1992) and social information processing theory (SIP; Walther, 1992). Specifically, it is predicted that individuals in an online support…

  19. Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist

    Science.gov (United States)

    Fauville, Géraldine

    2017-11-01

    In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.

  20. Project-Based Learning and Student Knowledge Construction during Asynchronous Online Discussion

    Science.gov (United States)

    Koh, Joyce Hwee Ling; Herring, Susan C.; Hew, Khe Foon

    2010-01-01

    Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between…

  1. On-line case discussion assessment in ultrasound: The effect on student centred and inter-professional learning

    International Nuclear Information System (INIS)

    Harrison, G.; Mulloy, B.; Harris, A.; Flinton, D.

    2012-01-01

    In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, inter-professional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning.

  2. An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students Using Technology Acceptance Model 3

    Science.gov (United States)

    Adetimirin, Airen

    2015-01-01

    E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as…

  3. Structured academic discussions through an online education-specific platform to improve Pharm.D. students learning outcomes.

    Science.gov (United States)

    Kolluru, Srikanth; Varughese, James T

    To facilitate active academic discussions using an online, education-centered platform and reinforce concepts, in order to improve overall course outcomes. A third year integrated pharmacotherapy course was enrolled on an online searchable platform, Piazza®, to facilitate academic discussions. Students could ask, answer, and explore content, and build on submitted answers in wiki style in collaboration. Instructor posted learning objectives, endorsed student responses with correct answers and led follow-up discussions. Review sessions were conducted on this platform before all major exams. A student t-test was used to compare class performance with those of previous years. In a post-activity qualitative survey, most students appreciated the less stressful, online interaction with peers and faculty. For 15 medicinal chemistry course hours, there were 83 posts on Piazza® with 303 total contributions, 107 student responses, and 546min of group discussion time. 94% of questions received student responses and 89% of those were endorsed by the instructor. Students enjoyed pre-exam discussions, organization of the page, and reinforcing material on complex learning objectives. This discussion forum fostered personal exploration of content by the students, which led to better performance on examinations. Involving the use of an online, education-centered platform for student discussions was an effective means of increasing class engagement with the course material. Student performance on exams was significantly improved in both cohorts that utilized active learning compared to the cohort without active learning (p=0.001 and p= 0.002 respectively). Piazza® can be utilized for any course and across disciplines. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. A Coding Scheme to Analyse the Online Asynchronous Discussion Forums of University Students

    Science.gov (United States)

    Biasutti, Michele

    2017-01-01

    The current study describes the development of a content analysis coding scheme to examine transcripts of online asynchronous discussion groups in higher education. The theoretical framework comprises the theories regarding knowledge construction in computer-supported collaborative learning (CSCL) based on a sociocultural perspective. The coding…

  5. Questioning as Facilitating Strategies in Online Discussion

    Science.gov (United States)

    Wang, Yu-Mei

    2014-01-01

    Facilitation of online discussions presents a challenge to online learning instructors. Unlike in face-to-face courses, students in online learning do not have physical contacts with instructors. They might view instructors as authoritarian figures and perceive instructor's comments as impersonal. This article details the author's personal…

  6. Online Teaching and Learning at the Graduate School Level: Student Perceptions on Discussion Boards v. Synchronous Communication

    Directory of Open Access Journals (Sweden)

    Christopher N. Amos Sr.

    2014-06-01

    Full Text Available This paper examines a group of graduate students and their previous experiences with online education, various teaching and learning online tools, and their perceptions on the effectiveness of these tools as it relates to their learning, interpersonal skills and communication. This paper presents the graduate student's self-reported educational experience at a regional state university in the southeast United States in a 100% online Master's Degree program. The data was collected through the use of a 28 open-ended question survey, which was completed by a group of 127 graduate students and the findings produced six main findings, which were: 1 The respondents indicated at a high percentage (85% a high level (level 4, 5 and 6 of technology use and understanding. 2 The majority of the respondents (97% indicated they preferred live synchronous sessions rather than discussion boards for learning content and communication. 3 The majority of the respondents (72% indicated that when choosing future courses, the inclusion of discussion boards in a course was not important (34% or somewhat unimportant (38%. 4 100% of the respondents indicated that Live Elluminate Sessions were Highly Effective (65% or Somewhat Effective (35%, as it pertained to understanding the content. 5 Respondents indicated that 59% (12% Highly Effective, 47% Somewhat Effective of the respondents indicated discussion boards as an impactful way of learning content at the graduate level. It also shows that 41% (22% Somewhat Ineffective, 19% Not Effective. This study helps universities identify the importance of synchronous learning in a digital format when delivering online teaching and learning. There is a clear change in the needs of students enrolled in 100% online courses, which will force university faculty to increase the synchronous interaction between them and their students and between the students and their peers. Keywords: Synchronous learning, discussion boards, Blackboard

  7. An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students using Technology Acceptance Model 3

    Directory of Open Access Journals (Sweden)

    Airen Adetimirin

    2015-06-01

    Full Text Available E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using a survey research design and an online questionnaire for 121 Library and Information Science (LIS postgraduate students, the paper demonstrated that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness have significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forums should be encouraged for learning in postgraduate education.

  8. Assessing Individual-Level Factors Supporting Student Intrinsic Motivation in Online Discussions: A Qualitative Study

    Science.gov (United States)

    Shroff, Ronnie H.; Vogel, Douglas R.; Coombes, John

    2008-01-01

    Research has established that intrinsic motivation has a positive effect on learning and academic achievement. However, little is known about the impact of different technology-supported learning activities on student intrinsic motivation or whether such learning activities significantly enhance student intrinsic motivation compared to traditional…

  9. Assessing Online Discussions: A Holistic Approach

    Science.gov (United States)

    Wang, Yu-mei; Chen, Der-Thanq

    2017-01-01

    This article reports a holistic approach to assessing online discussions. This holistic approach integrates three assessment methods: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning directly examines students' learning products to decide whether they have achieved the expected learning through…

  10. English Proficiency and Participation in Online Discussion for Learning

    Science.gov (United States)

    Leung, Steve

    2013-01-01

    Does English proficiency affect participation in online discussion? This study polled 14 students from a postgraduate online course that require online discussion. The students are divided into groups according to their home language spoken and self-assessed English proficiency, and measure against their participation level in the required…

  11. An Exploratory, Descriptive Study of the Attitudes of Instructors and Students toward the Use of Asynchronous Online Discussion at a Female University in Saudi Arabia

    Science.gov (United States)

    Alshahrani, Hamed A.; Walker, David A.

    2016-01-01

    This exploratory, descriptive study examined instructor and female student attitudes toward asynchronous online discussion (AOD) in Saudi Arabia. Preliminary results, derived from an attitudinal-based survey, indicated that, in aggregate, instructors and students had positive attitudes toward using AOD at a female institution of higher education…

  12. A Constructivist Model of Mentoring, Coaching, and Facilitating Online Discussions

    Science.gov (United States)

    Murphy, Karen L.; Mahoney, Sue E.; Chen, Chun-Ying; Mendoza-Diaz, Noemi V.; Yang, Xiaobing

    2005-01-01

    This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and…

  13. Small Group Discussion as a Key Component in Online Assessment Training for Enhanced Student Learning in Web-Based Peer Assessment

    Science.gov (United States)

    Liu, Xiongyi; Li, Lan; Zhang, Zhihong

    2018-01-01

    The purpose of this study is to examine the effect of online assessment training, with synchronous group discussion as a key component, on subsequent web-based peer assessment results. Participants included 81 college students, mostly women, taking a business writing class. After initial submission of a draft counter-offer letter, they completed…

  14. Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions.

    Science.gov (United States)

    Anderson, William L; Mitchell, Steven M; Osgood, Marcy P

    2008-01-01

    For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.

  15. University Student Online Plagiarism

    Science.gov (United States)

    Wang, Yu-mei

    2008-01-01

    This article reports a study investigating university student online plagiarism. The following questions are investigated: (a) What is the incidence of student online plagiarism? (b) What are student perceptions regarding online plagiarism? (c) Are there any differences in terms of student perceptions of online plagiarism and print plagiarism? (d)…

  16. Stimulating Collaboration and Discussion in Online Learning Environments.

    Science.gov (United States)

    Clark, Jim

    2001-01-01

    Discussion of the advantages of online learning environments (OLEs) for distance education focuses on the importance of collaboration and discussion to make the students feel more central to the learning process. Presents methods to stimulate collaboration and discussion in OLEs. (Author/LRW)

  17. Supporting Teacher Reflection through Online Discussion

    Directory of Open Access Journals (Sweden)

    Jiening Ruan

    2011-12-01

    Full Text Available The purpose of this case study was to investigate online discussion as a means to promote critical reflection. The study was conducted during a semester-long graduate course on issues related to literacy instructional strategies. The participants in the study were four reading education candidates. During the semester they participated in online discussion about course readings and reflected on their own teaching experiences. The data sources were the online discussion postings, responses to questionnaires, and interviews. The results suggest that technology-mediated discussion strengthens the learning community, facilitates sharing of professional experience among participants, and enhances teacher reflection. The results also point to the multi-faceted nature of teacher reflection.

  18. Engaging in Online Group Discussions Using Facebook to Enhance Social Presence

    Science.gov (United States)

    Miller, S. T.

    2012-08-01

    A comparison study between two different methods of conducting online discussions in an introductory astronomy course was performed to determine if the use of Facebook as an online discussion tool has an impact on student participation as well as student response time. This study shows that students using Facebook for their online discussions participated more frequently and responded more quickly than students using a traditional online discussion forum.

  19. Learning within Incoherent Structures: The Space of Online Discussion Forums.

    Science.gov (United States)

    Thomas, Matthew J. W.

    2002-01-01

    Presents results from a study of undergraduate students' learning outcomes and patterns of interaction within an online discussion forum. Topics include social dynamics of computer-mediated communication versus face-to-face communication; cognitive engagement; critical and reflective thinking; and student interaction. (Author/LRW)

  20. Learning Analytics for Online Discussions: Embedded and Extracted Approaches

    Science.gov (United States)

    Wise, Alyssa Friend; Zhao, Yuting; Hausknecht, Simone Nicole

    2014-01-01

    This paper describes an application of learning analytics that builds on an existing research program investigating how students contribute and attend to the messages of others in asynchronous online discussions. We first overview the E-Listening research program and then explain how this work was translated into analytics that students and…

  1. Using Text Mining to Characterize Online Discussion Facilitation

    Science.gov (United States)

    Ming, Norma; Baumer, Eric

    2011-01-01

    Facilitating class discussions effectively is a critical yet challenging component of instruction, particularly in online environments where student and faculty interaction is limited. Our goals in this research were to identify facilitation strategies that encourage productive discussion, and to explore text mining techniques that can help…

  2. Structural Changes in Online Discussion Networks

    DEFF Research Database (Denmark)

    Yang, Yang; Medaglia, Rony

    2014-01-01

    Social networking platforms in China provide a hugely interesting and relevant source for understanding dynamics of online discussions in a unique socio-cultural and institutional environment. This paper investigates the evolution of patterns of similar-minded and different-minded interactions ov...

  3. Analyzing online political discussions: Methodological considerations

    NARCIS (Netherlands)

    Vergeer, M.R.M.; Hermans, E.A.H.M.

    2008-01-01

    Online political discussions are thought to lead to more political engagement and empowerment of peripheral groups in society and thereby contributing to deliberative citizenship. Because people have increased opportunities to voice their political opinions and publish these for a potentially large

  4. Online Discussion about Sexuality Education in Schools

    Science.gov (United States)

    Broadbear, James T.; Broadbear, Barbara C.

    2012-01-01

    Sexuality education in schools continues to be a controversial issue although public debate has seemingly calmed in recent years. Dialogue about the value and purpose of sexuality education for adolescents can provide health education specialists a better understanding of public opinion and online discussion may be a potentially ideal way to…

  5. Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

    Science.gov (United States)

    Akmal

    2017-01-01

    Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

  6. Helping Students Discuss Race Openly

    Science.gov (United States)

    Landsman, Julie

    2016-01-01

    One way teachers can disrupt inequities is by doing the work to foster discussions in which students talk about race--and racism--honestly together. Teachers also need to be ready to talk with students sensitively when the subject of race comes up spontaneously--in a student's work, connected to events outside school, or in response to a…

  7. Creative Research Methods - a reflective online discussion

    Directory of Open Access Journals (Sweden)

    Ruth Leary

    2014-03-01

    Full Text Available In November 2013, the Institute of Advanced Studies (University of Warwick hosted a meeting of interdisciplinary colleagues interested in Creative Research Methods. The aspirations were to kick-start the debate at Warwick and create a platform from which researchers can develop projects that embrace new forms of intellectual enquiry and knowledge production. Following the meeting, several of the attendees agreed to develop some of the discussion points and briefly responded to a number of questions in an online document over a period of a few weeks. This paper is the result of that real space and online collaboration.

  8. Online discussion forums with embedded streamed videos on distance courses

    Directory of Open Access Journals (Sweden)

    Vicenc Fernandez

    2014-03-01

    Full Text Available Existing literature on education and technology has frequently highlighted the usefulness of online discussion forums for distance courses; however, the majority of such investigations have focused their attention only on text-based forums. The objective of this paper is to determine if the embedding of streamed videos in online discussion forums generates educational dialogue and consequently the feedback that students need in a Management Accounting Course. The findings suggest some interesting issues, such as: students prefer text answers except in complex questions, and videos never replace text commentaries and explanations, but rather complement them.

  9. Personality Interactions and Scaffolding in On-Line Discussions

    Science.gov (United States)

    Nussbaum, E. Michael; Hartley, Kendall; Sinatra, Gale M.; Reynolds, Ralph E.; Bendixen, Lisa D.

    2004-01-01

    The potential of on-line discussions to prompt greater reflection of course material is often stymied by a tendency of students to agree with one another rather than to formulate counter-arguments. This article describes an experiment using note starters and elaborated cases to encourage counter-argumentation and examines interactions with…

  10. Using Phatic Expressions in Introductions in Intercultural Online Discussions

    Science.gov (United States)

    Zimmerman, Lynn W.

    2011-01-01

    This study examines the use of formulaic language in an intercultural communication encounter. It focuses particularly on phatic expressions used in an online discussion about gender stereotypes in English among 167 undergraduate university students in Taiwan, Israel, and the US. Content analysis methodology was used to examine whether there are…

  11. Using Discussions to Promote Critical Thinking in an Online Environment

    Directory of Open Access Journals (Sweden)

    Nega Debela

    2008-06-01

    Full Text Available This paper examines how the discussion tool is used to promote critical thinking in an online environment at Marshall University. The significance of critical thinking in higher education has been brought to attention at both national and local levels. The paper studies the use of discussions as an approach to promote critical thinking in a number of English as a Second Language (ESL courses offered by Marshall University's Graduate School of Education and Professional Development (GSEPD program. At the end of the semester, a qualitative survey was developed to identify the effectiveness of such discussions, and the opportunities for improvement. The survey was sent to all students in these three classes. These students were all full time teachers in Elementary and Secondary schools in West Virginia. Out of 21 students, 15 of them have responded to the three questions asked in the survey. Almost all the respondents have found discussion helpful in enhancing learning and critical thinking. Most students support the involvement of an online instructor in the online discussion, and faculty members involved in these discussions function as helpers in the development of critical thinking skills.

  12. Evaluating the Quality of Interaction in Asynchronous Discussion Forums in Fully Online Courses

    Science.gov (United States)

    Nandi, Dip; Hamilton, Margaret; Harland, James

    2012-01-01

    Fully online courses are becoming progressively more popular because of their "anytime anywhere" learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not…

  13. Mapping student online actions

    DEFF Research Database (Denmark)

    Bruun, Jesper; Jensen, Pia; Udby, Linda

    The Virtual Neutrons for Teaching project (vnt.nmi3.org) has converted traditional text book material into a wiki-style online text book that contains the same text and equations as the traditionally styled text book but has added features due to the online nature. Two of these features...... their problem solving strategy. In this study, we use web analytics software to track student online behavior by recording what particular objects on particular web-pages students click on and when each click occurs. For each recorded session, we create networks based on student clicks: A directed link between...... two nodes, 1 and 2, is drawn, if the object represented by node 2 is clicked right af the object represented by node 1. Preliminary analysis of these networks show two general types of behavior: In one type, there is little interaction with the online contents. The student navigates to the page...

  14. Online discussions mirroring family life during pregnancy

    Directory of Open Access Journals (Sweden)

    Pirkko Kouri

    2006-03-01

    Conclusions Today, the relationship between clients and professionals is inevitably changing. More online services and advocacy are needed if families are to have access to online health services. The role of professionals is diversifying from being authorities to supporting and facilitating clients' individual self-care. Based on direct client feedback, the quality of maternity care can be improved.

  15. Putting the Pieces Together: Online Argumentation Vee Diagrams Enhance Thinking during Discussions

    Science.gov (United States)

    Nussbaum, E. Michael; Winsor, Denise L.; Aqui, Yvette M.; Poliquin, Anne M.

    2007-01-01

    We examine the effect of online Argumentation Vee Diagrams (AVDs) on the quality of students' argumentation during asynchronous, online discussions. With AVDs, students develop arguments on both sides of a controversial issue and then develop an integrated, overall final conclusion. In this study, students used AVDs individually before composing…

  16. Peer Moderation of Asynchronous Online Discussions: An Exploratory Study of Peer E-Moderating Behaviour

    Science.gov (United States)

    Ghadirian, Hajar; Ayub, Ahmad Fauzi Mohd

    2017-01-01

    This study explored patterns of e-moderating behaviour students performed when they were assigned as peer moderators of asynchronous online discussions in a reciprocal manner. Eighty-four students from an undergraduate blended course were observed during a 7-week-long online discussions. Using quantitative content analysis peer moderators'…

  17. Online Access Patterns and Students

    Directory of Open Access Journals (Sweden)

    Nasir Butrous

    2011-04-01

    Full Text Available The paper follows accessing patterns of five cohorts of postgraduate students enrolled in a core unit within a master of business administration (MBA program. The unit is designed to provide numerous opportunities for student participation in Discussion Boards using Blackboard technology. Discussion Boards create numerous opportunities for interaction amongst online learners to share and exchange their experiences, creating a sense of a virtual community. Relationships between accessing patterns for each week of the semester for each student are explored in relation to their performance using course statistics generated by the Blackboard technology. Close examination of the significant differences in access patterns to the course window and its components of communication, content, and student areas reveal middle of the semester (week 7 as the common critical point that differentiates high achieving students from low achieving students. Identifying critical points provides the faculty staff member an opportunity to introduce intervention strategies in order to improve the learning experience of all the students.

  18. Online discussions with pregnant and parenting adolescents: perspectives and possibilities.

    Science.gov (United States)

    Valaitis, Ruta K; Sword, Wendy A

    2005-10-01

    The Internet is an innovative strategy to increase public participation. It is important to include pregnant and parenting teens' perspectives when planning programs to meet their needs. This qualitative study explored online discussions as a strategy to enhance participation by this population. Findings showed that online communication was preferred over face-to-face group discussions. Being anonymous online encouraged open and honest feedback. Participants experienced various forms of social support, however, there was an overall lack of teen involvement online. Strategies to engage adolescents in online discussions and reduce barriers are discussed. Strategies included the use of teen moderators, home computer access, technical support, and engagement in naturally flowing online discussions to meet social support needs. Blending researchers' with teens' needs for social support in an online environment is encouraged. With careful planning and design, online communications can result in mutual benefits for researchers, service providers, and pregnant and parenting adolescents.

  19. Males Are Not as Active as Females in Online Discussion: Gender Differences in Face-to-Face and Online Discussion Strategies

    Science.gov (United States)

    Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

    2015-01-01

    This study examined the gender difference in students' perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale…

  20. Effectiveness of Using Online Discussion Forum for Case Study Analysis

    Directory of Open Access Journals (Sweden)

    Ravi Seethamraju

    2014-01-01

    Full Text Available Business schools are exploring new pedagogical approaches to learning in order to deal with challenges such as increased class sizes, limited funding support, and difficulties in facilitating and encouraging active participation and learning among a diverse cohort of students. This paper reports on a study of the effectiveness of a pedagogical approach that blends online discussion board and case study. Analysing quantity and quality of online postings and comparing accounting students’ performance with previous cohort, this study observes a significant improvement in student learning. Appropriate design and delivery strategies and clear assessment criteria for assessment and use have provided an effective learning vehicle for students, helped them overcome their own language related barriers, and encouraged them to participate in a nonthreatening environment. This approach further complemented the benefits of peer-to-peer learning and case study pedagogy. Reported increase in workload for students and marking load for academics and measuring the value of learning, however, are some of the challenges that need further attention by researchers.

  1. Online Group Discussion pada Mata Kuliah Teknologi Pembelajaran Fisika

    Directory of Open Access Journals (Sweden)

    Yuberti Yuberti

    2015-10-01

    Full Text Available Nowadays, gadged just like handphone and notebook more reachable so the quantities of the users are increase in Indonesia. It is common for us to see the students, employees, enterpreneurs until housewives using gadged anywhere and anytime. This phenomenon is spread widely along with the internet wifi and hotspot in many places start from official educational institute, government, and office centre, to the tourism object and shopping center. Also with internet café (Warnet compete tightly with offering various facilities, and services with compete price. All cellphone service is also giving internet access in order to attract users. Some phenomena show more and more people who use the Internet and make it as a lifestyle for berintaksi, socialize, learn and get information. Widespread use of the Internet can be a great potential in the development of online learning system allows learners to access the information flexibly without limitation of time and place. Discussion no longer occur face to face, but can continue even in the virtual environment. As the implementation of other virtual learning methods. Implementation of online discussion itself is basically adopting the method of learning face to face discussion Harga gadged seperti handphone dan  dan  notebook kian hari kian terjangkau sehingga jumlah penggunanya di indonesia terus meningkat. Bukan lah suatu yang asing jika kita menjumpai para siswa, mahasiswa, karyawan, pengusaha hingga ibu rumah tangga menggunakan gadged di mana saja dan kapan saja. Fenomena ini diiringi dengan meluasnya jaringan internet nirkabel seperti hotspot  dan  wifi di berbagai tempat mulai dari institusi  resmi pendidikan, pemerintahan, dan perkantoran, hingga tempat wisata,dan pusat perbelanjaan. Tidak mau ketinggalan warnet (warung internet ikut bersaing ketat dengan menawarkan berbagai macam fasilitas, dan layanan dengan harga bersaing. Seluruh layanan seluler ponsel juga terus memberikan

  2. Online Discussion as a Mechanism of Conceptual Change among Mathematics and Science Teachers

    Science.gov (United States)

    Luebeck, Jennifer L.; Bice, Lawrence R.

    2005-01-01

    This study examines the extent to which conceptual change is stimulated and achieved through online discussion in the context of an online graduate course. Transcripts of discussions among 15 graduate students studying assessment issues in mathematics and science education were analyzed using an interaction analysis model developed to assess…

  3. Ontology-based topic clustering for online discussion data

    Science.gov (United States)

    Wang, Yongheng; Cao, Kening; Zhang, Xiaoming

    2013-03-01

    With the rapid development of online communities, mining and extracting quality knowledge from online discussions becomes very important for the industrial and marketing sector, as well as for e-commerce applications and government. Most of the existing techniques model a discussion as a social network of users represented by a user-based graph without considering the content of the discussion. In this paper we propose a new multilayered mode to analysis online discussions. The user-based and message-based representation is combined in this model. A novel frequent concept sets based clustering method is used to cluster the original online discussion network into topic space. Domain ontology is used to improve the clustering accuracy. Parallel methods are also used to make the algorithms scalable to very large data sets. Our experimental study shows that the model and algorithms are effective when analyzing large scale online discussion data.

  4. Asynchronous and Synchronous Online Discussion: Real and Perceived Achievement Differences

    Science.gov (United States)

    Johnson, Genevieve Marie; Buck, George H.

    2007-01-01

    Students in an introductory educational psychology course used two WebCT communication tools (synchronous chat and asynchronous discussion) to discuss four case studies. In response to the item, "I learned the case studies best when using," 39 students selected synchronous chat and 51 students selected asynchronous discussion. Students who…

  5. Discussion on allowed outage time at online maintenance in Japan

    International Nuclear Information System (INIS)

    Kobayashi, Masahide

    2009-01-01

    The purpose of this report is clarification of the handling of online maintenance in important system for nuclear safety of nuclear power plant in Japan, and discusses future tasks of online maintenance in Japan. Now, online maintenance is limited few cases in Japan. But, the needs and importance of online maintenance will be increase near future. It is necessary to evaluate safety at the online maintenance, and if necessary PSA results were used. It will be safety to do online maintenance within AOT, but safety of repetition of online maintenance must be evaluated. And, it is necessary to evaluate the influence to which the man-power during year is leveled by OLM. (author)

  6. Social Presence and Interactivity in Online Courses: Enhancing the Online Learning Environment through Discussion and Writing

    Science.gov (United States)

    Harrigan, Anne M.

    2010-01-01

    This study explored social presence and interactivity in an online undergraduate program designed for adult students. Although social presence and interactivity have been shown to be important contributors to student satisfaction, and therefore essential to student recruitment and retention in online programs, the ultimate goal for the examination…

  7. Example Postings' Effects on Online Discussion and Cognitive Load

    Science.gov (United States)

    Jin, Li

    2012-01-01

    This study investigated the effects of example-postings on students' cognitive load and performance in online discussions. Cognitive overload was assumed had caused the problem of the lack of reflective and thoughtful contributions in student discussions. The theoretical foundation supporting the use of example-postings aiming at reduce…

  8. Using Television Sitcoms to Facilitate Asynchronous Discussions in the Online Communication Course

    Science.gov (United States)

    Tolman, Elizabeth; Asbury, Bryan

    2012-01-01

    Asynchronous discussions are a useful instructional resource in the online communication course. In discussion groups students have the opportunity to actively participate and interact with students and the instructor. Asynchronous communication allows for flexibility because "participants can interact with significant amounts of time between…

  9. Expanding the Traditional Physiology Class with Asynchronous Online Discussions and Collaborative Projects

    Science.gov (United States)

    Taradi, Suncana Kukolja; Taradi, Milan

    2004-01-01

    Discussion and writing are very powerful ways to support learning. This article describes the use of a free, synchronous online forum to expand student-teacher discussions beyond the time/place constraints of the physical physiology classroom. The main participants were medical students enrolled in physiology class at the University of Zagreb…

  10. A Synthesized Coding Framework for Asynchronous Online Discussion Research

    Science.gov (United States)

    Weltzer-Ward, Lisa Michelle

    2014-01-01

    Online classroom discussion is ubiquitous in higher education today, with both online and hybrid courses. As a result, tools need to be created that enable an in-depth assessment of this medium, thereby facilitating the establishment and support of best practices in education. Such an assessment requires tools for consistent, efficient analysis of…

  11. Engaging Students in Online Activities

    DEFF Research Database (Denmark)

    Egendal, Jeppe Michael

    This study investegates how the educational design of online study activities affects students’ social and academic engagement in connection to their study? The study uses a hermenutical approach, using recordings of online sessions of student collaborations and interviews with students as methods...... for understanding student engagement...

  12. Adding Value: Online Student Engagement

    Science.gov (United States)

    Everett, Donna R.

    2015-01-01

    This paper seeks to add to the emerging literature related to online student engagement with additional suggestions for instructional strategies. Student engagement is one of the tenets of effective online instruction; as such, particular attention to how it adds value to student learning is crucial and worth the time and effort to enhance…

  13. Video and Course Context Discussion on Massive Open Online Courses

    DEFF Research Database (Denmark)

    Dubosson, Magali; Emad, Sabine; Broillet, Alexandra

    2014-01-01

    Video and Course Content Discussion on Massive Open Online Courses: An Exploratory Research—Magali Dubosson (HEG Fribourg), Sabine Emad (HEG Genève), Alexandra Broillet (University of Geneva and Webster University Geneva), Constance Kampf (Aarhus University, Denmark)...

  14. Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

    Science.gov (United States)

    Fowler, Robin Revette

    2014-01-01

    Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

  15. Exploring the relation between online case-based discussions and learning outcomes in dental education.

    Science.gov (United States)

    Koole, Sebastiaan; Vervaeke, Stijn; Cosyn, Jan; De Bruyn, Hugo

    2014-11-01

    Online case-based discussions, parallel to theoretical dental education, have been highly valued by students and supervisors. This study investigated the relation between variables of online group discussions and learning outcomes. At Ghent University in Belgium, undergraduate dental students (years two and three) are required to participate in online case-based discussion groups (five students/group) in conjunction with two theoretical courses on basic periodontics and related therapy. Each week, a patient case is discussed under supervision of a periodontist, who authored the case and performed the treatment. Each case includes treatment history and demand, intra- and extraoral images, and full diagnostic information with periodontal and radiographic status. For this retrospective study, data were obtained for all 252 students in forty-three discussion groups between 2009 and 2012. Spearman's rank correlations were calculated to investigate the relation among group dynamics (number of group posts and views), individual student contributions (number of individual posts, newly introduced elements, questions, and reactions to other posts), supervisors' interventions (number of posts and posed questions), and learning outcomes (examination result). The results showed that learning outcomes were significantly related to the number of student posts (Spearman's rho (ρ)=0.19), newly introduced elements (ρ=0.21), reactions to other posts (ρ=0.14), number of supervisors' interventions (ρ=0.12), and supervisors' questions (ρ=0.20). These results suggest that individual student contributions during online case-based discussions and the provided supervision were related to learning outcomes.

  16. Understanding Disabilities & Online Student Success

    Science.gov (United States)

    Betts, Kristen; Welsh, Bill; Pruitt, Cheryl; Hermann, Kelly; Dietrich, Gaeir; Trevino, Jorge G.; Watson, Terry L.; Brooks, Michael L.; Cohen, Alex H.; Coombs, Norman

    2013-01-01

    Online learning has been growing at an exponential rate over the past decade, providing new opportunities for students seeking quality courses and programs offered through flexible formats. However, as higher education continues to expand online offerings, services must be expanded simultaneously to support all students. This article focuses on…

  17. Reconceptualising Moderation in Asynchronous Online Discussions Using Grounded Theory

    Science.gov (United States)

    Vlachopoulos, Panos; Cowan, John

    2010-01-01

    This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e-moderation based on some key factors which appear to influence e-moderation. It discusses previous research on the…

  18. Integrating Online Discussion in an Australian Intensive English Language Course.

    Science.gov (United States)

    Sutherland-Smith, Wendy

    2002-01-01

    Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

  19. Using Scholarly Online Communities to Empower Students

    Science.gov (United States)

    Bach, Dorothe J.

    2011-01-01

    This article seeks to inspire humanities and social science faculty to explore ways of utilizing existing scholarly online communities to engage students in the process of academic inquiry. The author discusses her own experience using a discipline-specific listserv, shares successful assignments, examples of student postings and a grading rubric.…

  20. Promoting Liberal Arts Thinking through Online Discussion: A Practical Application and its Theoretical Basis

    Directory of Open Access Journals (Sweden)

    Dr. Dave S. Knowlton

    2002-07-01

    Full Text Available Addressing Carsten and Worsfold's (2000 assertion that online learning eliminates the possibility for "liberal learning," the author of this paper describes the context and guidelines for an online discussion assignment that he used as a faculty member at a liberal arts college. The purpose of this assignment was to help students engage in personal development by examining the ways course content manifested itself in their own lives. After describing the assignment guidelines, the author connects the assignment to numerous theories that are often associated with "liberal arts" learning. This theoretical explication includes connections to the need for a synthesis between the personal and professional selves, notions of constructing knowledge, and online discussion's placement within the writing process. The implication of this article is that the instructional strategies embedded in an online discussion, not the online environment itself, sustains a liberal education.

  1. Maps of student discussions about sustainability

    DEFF Research Database (Denmark)

    Lindahl, Mats; Bruun, Jesper; Linder, Cedric

    We use a combination of network analysis (NA), text-mining (TM) techniques, and thematic discourse analysis (TDA) to characterise and compare student discussions about sustainable development. Three student groups at three different times were analysed. The analysis entails an iterative design...

  2. Web Annotation and Threaded Forum: How Did Learners Use the Two Environments in an Online Discussion?

    Science.gov (United States)

    Sun, Yanyan; Gao, Fei

    2014-01-01

    Web annotation is a Web 2.0 technology that allows learners to work collaboratively on web pages or electronic documents. This study explored the use of Web annotation as an online discussion tool by comparing it to a traditional threaded discussion forum. Ten graduate students participated in the study. Participants had access to both a Web…

  3. Cascade Model for Online Discussion Boards in an E-Learning Environment

    Directory of Open Access Journals (Sweden)

    Vibha Kumar

    2010-03-01

    Full Text Available This report is an outcome of five years of teaching and managing groups of students in an online learning environment. Some course management software allow the user to create groups and add different links within each group. Distinct platforms, with various sections, can be formed within those links for any given project. Students, as well as instructors, can manage the project for 6 to 8 weeks, cascading one discussion board into one or multiple platforms. This provides better understanding of the project material due to the step by step layout of the given exercise, leading to increased group management and greater communication among the student group members. This report provides the step-by-step procedure for cascading one discussion board into platforms, to manage online projects and provide a more controlled online environment for students in higher education.

  4. Content Analysis Coding Schemes for Online Asynchronous Discussion

    Science.gov (United States)

    Weltzer-Ward, Lisa

    2011-01-01

    Purpose: Researchers commonly utilize coding-based analysis of classroom asynchronous discussion contributions as part of studies of online learning and instruction. However, this analysis is inconsistent from study to study with over 50 coding schemes and procedures applied in the last eight years. The aim of this article is to provide a basis…

  5. Analysis of Superposters' Motives for Participating in Online Forum Discussions

    Directory of Open Access Journals (Sweden)

    Irena Miljković Krečar

    2017-12-01

    Full Text Available The main aim of this study was to identify factors which motivate daily participation of extremely active online forum members. An extensive online questionnaire was constructed and sent to the Forum.hr members with more than 8,000 posts. The final sample consisted of 112 respondents. Principal components analysis provided an interpretable three components solution, explaining 54.6% of the item variance. The components were labelled as self-esteem, information exchange, and confrontation. Some significant differences were also found among motivational subscales and variables of gender, age, and the intensity of forum activity. Results are discussed in relation to previous research.

  6. Promoting Numeracy in an Online College Algebra Course through Projects and Discussions

    Directory of Open Access Journals (Sweden)

    Samuel L. Tunstall

    2015-07-01

    Full Text Available This research stems from efforts to infuse quantitative literacy (QL in an online version of college algebra. College algebra fulfills a QL requirement at many universities, and it is a terminal course for most who take it. In light of the course’s traditional content and teaching methods, students often leave with little gained in QL. An online platform provides a unique means of engaging students in quantitative discussions and research, yet little research exists on online courses in the context of QL. The course studied included weekly news discussions as well as “messy” projects requiring data analysis. Students in online and face-to-face sections of the course took the Quantitative Literacy and Reasoning Assessment ( QLRA; developed by members of the National Numeracy Network during the first and final weeks of the fall 2014 semester. There were significant statistical gains in the online students’ QLRA performance and mathematical affect but none for the face-to-face students. Notwithstanding limitations of the study, the results support the notion that project-based learning in an online environment is a promising strategy for promoting QL in terminal math courses.

  7. Sport Management Taught On-Line: A Discussion

    Directory of Open Access Journals (Sweden)

    William F. Stier Jr

    2009-01-01

    Full Text Available An introduction to the world of on-line courses (distance education/learning is presented. In addition, the world of on-line learning, as it pertains to sport management, is examined within the framework of (a pedagogy, (b finances,(c assessment, and (d choosing to transition from the traditional classroom to on-line learning. Pertinent points relative to each of the four categories are presented from the literature. In an effort to stimulate thought and discussion to the subject of on-line learning for sport management programs/courses the authors provide their reactions to the literature points by presenting their comments/reactions from a sport management perspective. Sport management professors and administrators are encouraged to critically examine the feasibility of such on-line courses (distance education/learning within their own curricula while maintaining an appropriate framework revolving around sound theoretical instructional strategies, methods as well as appropriate use of instructional tools, including but not limited to, computersand the WWW.

  8. Improving Argumentation through Goal Instructions in Asynchronous Online Discussions

    Science.gov (United States)

    Prudchenko, Yekaterina

    2014-01-01

    Argumentation incorporated into class discussions can improve students' problem solving skills and enhance their epistemic and conceptual understanding. Research indicates students sometimes need scaffolding such as goal instructions to improve their argumentation skills. This study examined the effectiveness of different types of goal…

  9. Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context

    Directory of Open Access Journals (Sweden)

    Katarina Pisutova-Gerber

    2009-02-01

    Full Text Available This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The authors used Garrison’s four stage cognitive processing categories to analyze some of the online discussions in the program. The two higher order critical thinking categories – integration and solution – appeared in student discussions only when prompted by specific instructional techniques.

  10. Exploring the Learner's Knowledge Construction and Cognitive Patterns of Different Asynchronous Platforms: Comparison of an Online Discussion Forum and Facebook

    Science.gov (United States)

    Hou, Huei-Tse; Wang, Shu-Ming; Lin, Peng-Chun; Chang, Kuo-En

    2015-01-01

    The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students' online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private…

  11. Student decision making in large group discussion

    Science.gov (United States)

    Kustusch, Mary Bridget; Ptak, Corey; Sayre, Eleanor C.; Franklin, Scott V.

    2015-04-01

    It is increasingly common in physics classes for students to work together to solve problems and perform laboratory experiments. When students work together, they need to negotiate the roles and decision making within the group. We examine how a large group of students negotiates authority as part of their two week summer College Readiness Program at Rochester Institute of Technology. The program is designed to develop metacognitive skills in first generation and Deaf and hard-of-hearing (DHH) STEM undergraduates through cooperative group work, laboratory experimentation, and explicit reflection exercises. On the first full day of the program, the students collaboratively developed a sign for the word ``metacognition'' for which there is not a sign in American Sign Language. This presentation will focus on three aspects of the ensuing discussion: (1) how the instructor communicated expectations about decision making; (2) how the instructor promoted student-driven decision making rather than instructor-driven policy; and (3) one student's shifts in decision making behavior. We conclude by discussing implications of this research for activity-based physics instruction.

  12. Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

    Science.gov (United States)

    Smith, Deborah N.

    2015-01-01

    This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

  13. Comparing Interactions in Literature Circles in Both Online and in Class Discussions

    Science.gov (United States)

    Skeen, Christel Ghrist

    2014-01-01

    Discourse analysis of literature circles can lead educators to understand the different types of interactions taking place as students talk about text. Social and academic interactions exist in both face-to-face and online discussions of reading material. This study examines two different settings of literature circles and compares interactions of…

  14. Fight the Dragons: Using Online Discussion to Promote Critical Literacy in Teacher Education

    Science.gov (United States)

    Woodcock, Christine

    2009-01-01

    Today's children are bombarded by a range of media, and it is the responsibility of teachers to equip students to engage critically. Just as teachers are responsible to teach critical literacy, teacher educators must help empower teachers to become more critically literate. This paper explores the role of online discussion in the ways it fosters…

  15. Discovering Genres of Online Discussion Threads via Text Mining

    Science.gov (United States)

    Lin, Fu-Ren; Hsieh, Lu-Shih; Chuang, Fu-Tai

    2009-01-01

    As course management systems (CMS) gain popularity in facilitating teaching. A forum is a key component to facilitate the interactions among students and teachers. Content analysis is the most popular way to study a discussion forum. But content analysis is a human labor intensity process; for example, the coding process relies heavily on manual…

  16. Massage Therapy Education Online: Student Satisfaction and Achievement, Part I

    Science.gov (United States)

    McQuillan, David James

    2010-01-01

    In recent years, providers of massage therapy education have, in growing numbers, started to use online technologies to support the learning processes of their students. Using a narrative review of the existing online learning literature, this paper aims to provide a solid pedagogical foundation for these early explorations. It identifies five key factors—instructional pedagogy, quality of instruction, interaction and communication, individual learner qualities, and the online interface—that contribute to student satisfaction and achievement in the online context. The relationships between those factors and the experience of the online learner are discussed with reference to maximization of student satisfaction and achievement. PMID:21589705

  17. Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

    Directory of Open Access Journals (Sweden)

    Miri Shonfeld

    2015-09-01

    Full Text Available The perceived contribution of science education online course to pre-service students (N=121 from diverse backgrounds - students with learning disabilities (25 LD students, 28 excellent students and 68 average students is presented in this five years research. During the online course students were asked to choose a scientific subject; to map it and to plan teaching activities; to carry out the proposed activities with students in a classroom experience; and to reflect the process. The assumption was that adapting the online course by using information and communication technology following formative assessment will improve students' self-learning ability as well as broaden their science knowledge, their lab performance and teaching skills. Data were collected using quantitative and qualitative tools including: pre and post questionnaires and nine (three students from each group depth interviews upon completion of the course. Findings, based on students` perceived evaluation, pinpointed on the advantages of the online course for students of the three groups. LD students’ achievements were not inferior to those of their peers, excellent students and average students. Yet, it carefully reports on a slight but explicitly marginal perceived evaluation of the LD students in comparison to excellent students and average students regarding: forum participation, authentic task and water lab performance. The article discusses the affordance of the online course via additional features that can be grouped into two categories: knowledge construction and flexibility in time, interaction and knowledge. Further research is suggested to extend the current study by examine the effect of other courses and different contents and by considering various evaluation methods of online courses, such as: observation, the think aloud, text and tasks analysis, and reflection.

  18. Online Support Service Quality, Online Learning Acceptance, and Student Satisfaction

    Science.gov (United States)

    Lee, Jung-Wan

    2010-01-01

    This paper examines potential differences between Korean and American students in terms of their perception levels regarding online education support service quality, online learning acceptance, and satisfaction. Eight hundred and seventy-two samples, which were collected from students in online classes in the United States and Korea, were…

  19. How to Better Engage Online Students with Online Strategies

    Science.gov (United States)

    Britt, Margaret

    2015-01-01

    Online education is growing at a phenomenal rate. This growth in online education offers many opportunities to colleges and universities to reach students who may not have attended a traditional (brick and mortar) college or university. Online education also gives students more control over their education along with a more flexible schedule. As…

  20. Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

    Science.gov (United States)

    Alamro, Ahmad S; Schofield, Susie

    2012-01-01

    The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

  1. DisVis: Visualizing Discussion Threads in Online Health Communities.

    Science.gov (United States)

    Nakikj, Drashko; Mamykina, Lena

    2016-01-01

    An increasing number of individuals turn to online health communities (OHC) for information, advice and support about their health condition or disease. As a result of users' active participation, these forums store overwhelming volumes of information, which can make access to this information challenging and frustrating. To help overcome this problem we designed a discussion visualization tool DisVis. DisVis includes features for overviewing, browsing and finding particular information in a discussion. In a between subjects study, we tested the impact of DisVis on individuals' ability to provide an overview of a discussion, find topics of interest and summarize opinions. The study showed that after using the tool, the accuracy of participants' answers increased by 68% (p-value = 0.023) while at the same time exhibiting trends for reducing the time to answer by 38% with no statistical significance (p-value = 0.082). Qualitative interviews showed general enthusiasm regarding tools for improving browsing and searching for information within discussion forums, suggested different usage scenarios, highlighted opportunities for improving the design of DisVis, and outlined new directions for visualizing user-generated content within OHCs.

  2. Empowerment of patients in online discussions about medicine use.

    Science.gov (United States)

    van Berkel, Jasper J; Lambooij, Mattijs S; Hegger, Ingrid

    2015-04-08

    Patient empowerment is crucial in the successful self-management of people with chronic diseases. In this study, we investigated whether discussions about medicine use taking place on online message boards contribute to patient empowerment and could subsequently result in the more effective use of medicines. We discuss the extent to which patient empowerment processes occur in discussions on online message boards, focusing on patients with three disorders with different characteristics: diabetes, Amyotrophic Lateral Sclerosis (ALS) and Attention Deficit / Hyperactivity Disorder (ADHD). Because information is an important factor in both patient empowerment and self-management, we also evaluate the quality of the information being exchanged. We used a deductive thematic analysis method based on pre-existing categories. We gathered and analysed 5532 posts related to the conditions ADHD, ALS and diabetes from seven message boards (three for ADHD, three for diabetes, and one for ALS). We coded the posts for empowerment processes and the quality of the information exchanged. We identified patient empowerment processes in posts related to all three disorders. There is some variation in the frequency of these processes, but they show a similar order in the results: patients used the online message boards to exchange information, share personal experiences and for empathy or support. The type of information shared in these processes could contribute to the patient's self-efficacy when it comes to medicine use. The exchanged information was either correct or largely harmless. We also observed a tendency whereby participants correct previously posted incorrect information, and refer people to a healthcare professional following a request for medical advice, e.g. concerning the choice of medicines or dosage. Our findings show that patient empowerment processes occur in posts related to all three disorders. The type of information shared in these processes can contribute to the

  3. Student-Initiated Use of Facebook for Learning Online Journalism

    Science.gov (United States)

    Song, Yang

    2017-01-01

    This article presents a case study of student-initiated use of Facebook Groups in doing a team project for an online journalism course. Drawing upon the concept of affinity space and a theoretical taxonomy of asynchronous online discussion, the present study triangulates classroom observation, semi-structured student interviews, and microanalysis…

  4. Supporting socialisation in the transition to university: A potential use for on-line discussion boards

    International Nuclear Information System (INIS)

    Robinson, Leslie; Reeves, Pauline; Murphy, Fred; Hogg, Peter

    2010-01-01

    Background: Promoting socialisation for students entering Higher Education is desirable on two grounds. In the first instance it facilitates the processes of student collaboration which, according to sociocultural pedagogies, is important for effective learning. Secondly, it provides a supportive social network, enhancing the student experience which is thought to reduce the risk of attrition. These two drivers provided the rationale for our work. Method: Using the Blackboard Virtual Learning Environment, two on-line discussion boards were used during the transition and induction period for the BSc (Hons) Diagnostic Radiography programme at the University of Salford. The aim was to facilitate socialisation between students about to embark on the programme and current students and staff. The use of discussion boards was evaluated using a mixed methods approach. Statistical data regarding postings was analysed. Posts and focus group comments were subject to content analysis. Results: The discussion boards were 'hit' 5718 times and there were 280 posts. A small number of students did not post any messages. There was evidence of the key features of on-line socialisation which were; establishing an identity; getting to know others; discovering and contributing to communication etiquette; and developing supporting and trusting relationships. Conclusion: The discussion boards were deemed a successful method of providing socialisation during transition and induction. There were some limitations with discussion board layout and functionality and a blog, with its chronological layout and capability to display visual cues such as emoticons may be more effective. The limited participation by some students may provide a means by which to identify 'at-risk' students before the start of the course and this would be an interesting area for further study.

  5. Following the Social Media: Aspect Evolution of Online Discussion

    Science.gov (United States)

    Tang, Xuning; Yang, Christopher C.

    Due to the advance of Internet and Web 2.0 technologies, it is easy to extract thousands of threads about a topic of interest from an online forum but it is nontrivial to capture the blueprint of different aspects (i.e., subtopic, or facet) associated with the topic. To better understand and analyze a forum discussion given topic, it is important to uncover the evolution relationships (temporal dependencies) between different topic aspects (i.e. how the discussion topic is evolving). Traditional Topic Detection and Tracking (TDT) techniques usually organize topics as a flat structure but it does not present the evolution relationships between topic aspects. In addition, the properties of short and sparse messages make the content-based TDT techniques difficult to perform well in identifying evolution relationships. The contributions in this paper are two-folded. We formally define a topic aspect evolution graph modeling framework and propose to utilize social network information, content similarity and temporal proximity to model evolution relationships between topic aspects. The experimental results showed that, by incorporating social network information, our technique significantly outperformed content-based technique in the task of extracting evolution relationships between topic aspects.

  6. Emotions under discussion: gender, status and communication in online collaboration.

    Science.gov (United States)

    Iosub, Daniela; Laniado, David; Castillo, Carlos; Fuster Morell, Mayo; Kaltenbrunner, Andreas

    2014-01-01

    Despite the undisputed role of emotions in teamwork, not much is known about the make-up of emotions in online collaboration. Publicly available repositories of collaboration data, such as Wikipedia editor discussions, now enable the large-scale study of affect and dialogue in peer production. We investigate the established Wikipedia community and focus on how emotion and dialogue differ depending on the status, gender, and the communication network of the [Formula: see text] editors who have written at least 100 comments on the English Wikipedia's article talk pages. Emotions are quantified using a word-based approach comparing the results of two predefined lexicon-based methods: LIWC and SentiStrength. We find that administrators maintain a rather neutral, impersonal tone, while regular editors are more emotional and relationship-oriented, that is, they use language to form and maintain connections to other editors. A persistent gender difference is that female contributors communicate in a manner that promotes social affiliation and emotional connection more than male editors, irrespective of their status in the community. Female regular editors are the most relationship-oriented, whereas male administrators are the least relationship-focused. Finally, emotional and linguistic homophily is prevalent: editors tend to interact with other editors having similar emotional styles (e.g., editors expressing more anger connect more with one another). Emotional expression and linguistic style in online collaboration differ substantially depending on the contributors' gender and status, and on the communication network. This should be taken into account when analyzing collaborative success, and may prove insightful to communities facing gender gap and stagnation in contributor acquisition and participation levels.

  7. Analysis of an Asynchronous Online Discussion as a Supportive Model for Peer Collaboration and Reflection in Teacher Education

    Directory of Open Access Journals (Sweden)

    Mojca Pecar

    2016-07-01

    Full Text Available Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when face-to-face communication was not possible. This paper discusses the constructs of social and cognitive components, reflection and collaborative learning in blended learning environments. It presents the results of a study that was conducted on a sample of pre-service primary school teachers studying at the largest faculty of education in Slovenia. The purpose of the study was to determine the intensity, level and content of students’ posts in the online discussion, how students assess its usefulness, and whether there are differences in the assessment of goals achieved in teaching practice between the students who were included in the online discussion and those who were not. We found that in the sub-groups where communication between students participating in the online discussion did not develop at the level of interpersonal relations, it also failed to develop at the level of learning. We also found that the online discussion helped the participating students to plan their lessons. In assessing the achieved practical teaching goals, it became obvious that the online discussion had a positive impact on students’ perception about adapting their lessons, as well as on their critical assessment in analysing their teaching.

  8. Online Activity Around Scholarly Astronomy Literature - A Discussion of Altmetrics

    Science.gov (United States)

    Henneken, Edwin A.; Accomazzi, Alberto; Kurtz, Michael J.; Thompson, Donna; Grant, Carolyn S.; Murray, Stephen S.

    2015-01-01

    So, your research is mentioned or gets discussed in social media, in blogs and other online channels. Do you care? Should you care? Will this exposure result in better science? Researchers probably should care, and most likely policy makers already care, because it matters how research, funded by them, is being portrayed in society. We have pretty solid ideas about how to quantify the impact of research on itself. This has been studied for decades in the fields of informetrics, bibliometrics and scientometrics. But how do you quantify the societal impact of research? You will need to assume that this impact can be measured in principle, and that is possible to come up with a recipe that quantifies this impact. Assuming that there is a societal impact seems quite reasonable for most disciplines in science. It is definitely true for parts of astronomy and physics. Just think of the attention given to the LHC or to the hunt for exoplanets. Enter the concept of "alternative metrics", or "altmetrics". As a result of the growing interest in altmetrics, various services (like the websites impactstory.org and altmetric.com) claim to have found a way to quantify the societal impact of research, either in a person-centric or publication-centric way. On this poster we explore, using data provided by altmetric.com, how astronomy fits in this altmetrics picture. How do popular science articles compare to those in the core astronomy journals? Is there any correlation between the altmetric measure and indicators like downloads, reads or citations? We briefly discuss the benefits that altmetrics might offer and the pitfalls involved in quantifying such measures.

  9. Discourse of support: Exploring Online Discussions on Depression

    NARCIS (Netherlands)

    Lamerichs, J.M.W.J.

    2003-01-01

    This study aims to explore the everyday talk of people who take part in an online support group on depression. Although the popularity of online support groups has increased over the years, illustrated by a growing number of people -both patients and family members-, who turn to the Internet to

  10. Student views regarding online freshmen physics courses

    Science.gov (United States)

    Ramlo, Susan

    2017-10-01

    Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

  11. Women On-Line: Cultural and Relational Aspects of Women's Communication in On-line Discussion Groups.

    Science.gov (United States)

    Ferris, Sharmila Pixy

    1996-01-01

    Women's online communication often mirrors that of face-to-face communication, linguistically and relationally. Women-only online communities, however, provide an opportunity to develop a distinct relational and cultural style. Discusses gender differences in face-to-face language use, and in mixed gender online discussion groups. Describes…

  12. Learning Styles and the Online Classroom: Implications for Business Students

    Science.gov (United States)

    Nastanski, Michael; Slick, Thomas

    2008-01-01

    This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…

  13. Online consumer behavior among Norwegian business students

    OpenAIRE

    Møller-Hansen, Tor Ragnar

    2013-01-01

    Masteroppgave i økonomi og administrasjon - Universitetet i Agder 2013 E-commerce is an ever growing phenomenon which merits further research. This study conducts a literature review in the field of online consumer behavior, focusing on online consumer purchase intention and online consumer loyalty in the context of Norwegian business students. We also conduct a survey with 196 business students in Norway, and go on to identify three important variables impacting online consumer purchase i...

  14. Open source learning streams in online discussions in e-learning

    DEFF Research Database (Denmark)

    Kjærgaard, Thomas; Sorensen, Elsebeth Korsgaard

    2014-01-01

    The wish for a more engaging e-learning design and better utilization of the technology at hand has led to the pedagogic design in this study. We wanted to make a strong alternative to face-to-face teaching that was just as likely to facilitate learning as face to face teacher presentations...... and class discussions. The study investigates how online discussions in connection with teacher produced video presentations can generate an ‘open source learning stream’ in an e-learning course for teachers. We look at how an ‘open source learning stream’ can encourage students to give and receive peer...... feedback. We propose the idea that if learning in an online community is set up to follow the lines of identity building in social media (Larsen 2007) then we might get a natural momentum in the ‘open source learning stream’. We try to identify demographic factors that could influence the success...

  15. Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

    Science.gov (United States)

    Dixson, Marcia D.

    2015-01-01

    Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…

  16. Student Effort, Consistency, and Online Performance

    Science.gov (United States)

    Patron, Hilde; Lopez, Salvador

    2011-01-01

    This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas…

  17. Students' Media Preferences in Online Learning

    Science.gov (United States)

    Kobayashi, Michiko

    2017-01-01

    This study examined students' preferred media in online learning and its relationship with learner characteristics and online technology self-efficacy. One hundred six college students in a mid-size U.S. university responded to a survey. The frequency analysis showed that students did not necessarily favor rich media over lean media in online…

  18. Students' Views About Potentially Offering Physics Courses Online

    Science.gov (United States)

    Ramlo, Susan E.

    2016-06-01

    Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

  19. Statistical Discourse Analysis: A Method for Modelling Online Discussion Processes

    Science.gov (United States)

    Chiu, Ming Ming; Fujita, Nobuko

    2014-01-01

    Online forums (synchronous and asynchronous) offer exciting data opportunities to analyze how people influence one another through their interactions. However, researchers must address several analytic difficulties involving the data (missing values, nested structure [messages within topics], non-sequential messages), outcome variables (discrete…

  20. Normalizing ideological food choice in online discussions on veganism

    NARCIS (Netherlands)

    Sneijder, P.W.J.; Te Molder, H.F.M.

    2009-01-01

    In this paper we use discursive psychology to explore the relation between ideologically based food choice and identity in an online forum on veganism. The discursive psychological perspective underlines the notion of identities being part of social actions performed in talk, and thus designed and

  1. Further Classification and Methodological Considerations of Evaluations for Online Discussion in Instructional Settings

    Science.gov (United States)

    Spatariu, Alexandru; Winsor, Denise L.; Simpson, Cynthia; Hosman, Eric

    2016-01-01

    With the rapid advancements of technology, online communication in both K-12 and post-secondary instruction has been widely implemented. Instructors as well as researchers have used various frameworks to evaluate different aspects of online discussions' quality. The online discussions take place synchronously or asynchronously in chat rooms,…

  2. Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

    Science.gov (United States)

    De Oliveira, Luciana C.; Olesova, Larisa

    2013-01-01

    This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

  3. Required Discussion Web Pages in Psychology Courses and Student Outcomes

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.

    2007-01-01

    We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…

  4. The Framing Discussion: Connecting Student Experience with Mathematical Knowledge

    Science.gov (United States)

    Henning, John E.; Balong, Megan

    2011-01-01

    This article introduces the framing discussion, an informal discussion of a mathematical problem that takes place at the beginning of a lesson or unit. The purpose of the framing discussion is to assess student knowledge, motivate student interest, and to serve as a basis for guiding students to more formal mathematical knowledge. The article…

  5. Dental students' perceptions of an online learning.

    Science.gov (United States)

    Asiry, Moshabab A

    2017-10-01

    To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

  6. Forming Student Online Teams for Maximum Performance

    Science.gov (United States)

    Olson, Joel D.; Ringhand, Darlene G.; Kalinski, Ray C.; Ziegler, James G.

    2015-01-01

    What is the best way to assign graduate business students to online team-based projects? Team assignments are frequently made on the basis of alphabet, time zones or previous performance. This study reviews personality as an indicator of student online team performance. The personality assessment IDE (Insights Discovery Evaluator) was administered…

  7. Elluminate Article: Content Analysis of Online Asynchronous Discussions

    Directory of Open Access Journals (Sweden)

    Elizabeth Murphy

    2005-07-01

    Full Text Available The publisher of IRRODL, The Canadian Institute of Distance Education Research (CIDER, is pleased to link here to a series of eight online seminars that took place over Spring 2005, using Elluminate live e-learning and collaborative solutions. These interactive CIDER Sessions disseminate research emanating from Canada's vibrant DE research community, and we feel these archived recordings are highly relevant to many in the international distance education research community. To access these sessions, you must first download FREE software. Visit http://www.elluminate.com/support/ to download this software.

  8. Missed Opportunities for Science Learning: Unacknowledged Unscientific Arguments in Asynchronous Online and Face-to-Face Discussions

    Science.gov (United States)

    Callis-Duehl, Kristine; Idsardi, Robert; Humphrey, Eve A.; Gougis, Rebekka Darner

    2018-02-01

    We explored the scientific argumentation that occurs among university biology students during an argumentation task implemented in two environments: face-to-face in a classroom and online in an asynchronous discussion. We observed 10 student groups, each composed of three students. Our analysis focused on how students respond to their peers' unscientific arguments, which we define as assertions, hypotheses, propositions, or explanations that are inaccurate or incomplete from a scientific perspective. Unscientific arguments provide opportunities for productive dissent, scientific argumentation, and conceptual development of scientifically desirable conceptions. We found that students did not respond to the majority of unscientific arguments in both environments. Challenges to unscientific arguments were expressed as a question or through explanation, although the latter was more common online than face-to-face. Students demonstrated significantly more epistemic distancing in the face-to-face environment than the online environment. We discuss the differences in discourse observed in both environments and teaching implications. We also provide direction for future research seeking to address the challenges of engaging students in productive scientific argumentation in both face-to-face and online environments.

  9. Exploring Students' Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis

    NARCIS (Netherlands)

    Shukor, N.B.A.; Tasir, Z.; Meijden, H.A.T. van der; Harun, J.

    2014-01-01

    Online collaborative learning allows discussion to occur at greater depth where knowledge can be constructed remotely. However students were found to construct knowledge at low-level where they discussed by sharing and comparing opinions; those are inadequate for new knowledge creation. As such,

  10. Improving Web-Based Student Learning Through Online Video Demonstrations

    Science.gov (United States)

    Miller, Scott; Redman, S.

    2010-01-01

    Students in online courses continue to lag their peers in comparable face-to-face (F2F) courses (Ury 2004, Slater & Jones 2004). A meta-study of web-based vs. classroom instruction by Sitzmann et al (2006) discovered that the degree of learner control positively influences the effectiveness of instruction: students do better when they are in control of their own learning. In particular, web-based courses are more effective when they incorporate a larger variety of instructional methods. To address this need, we developed a series of online videos to demonstrate various astronomical concepts and provided them to students enrolled in an online introductory astronomy course at Penn State University. We found that the online students performed worse than the F2F students on questions unrelated to the videos (t = -2.84), but that the online students who watched the videos performed better than the F2F students on related examination questions (t = 2.11). We also found that the online students who watched the videos performed significantly better than those who did not (t = 3.43). While the videos in general proved helpful, some videos were more helpful than others. We will discuss our thoughts on why this might be, and future plans to improve upon this study. These videos are freely available on iTunesU, YouTube, and Google Video.

  11. An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers' Online Discussions of Epstein's Six Types of Parent Involvement

    Science.gov (United States)

    Nathans, Laura; Revelle, Carol

    2013-01-01

    This study used a qualitative, grounded theoretical framework to examine integration of Joyce Epstein's six typologies of family involvement in responses to discussion questions for an online parent involvement course. Fifty-two undergraduate students' responses were axially coded. Overarching themes were then determined with the constant…

  12. A Thematic Analysis of Online Discussion Boards for Vasectomy.

    Science.gov (United States)

    Samplaski, Mary K

    2018-01-01

    To examine posts on Internet discussion groups related to vasectomies, and identify common ideas through a structured theme analysis. Internet discussion boards were identified using the search term "vasectomy." Three discussion boards were identified as having the most posts and were chosen for analysis. Using an iterative and structured analysis process, each post was analyzed using thematic analysis in 3 steps (open coding, axial coding, and selective coding) to determine common themes. A total of 129 posts were analyzed. The most common posts related to changes in sexual function after vasectomy. The second most common theme was pain after vasectomy. There were also posts about considerations before vasectomy, planning for postvasectomy care, what to expect after vasectomy, potential issues after vasectomy and how to manage these, and feelings about vasectomy. Some of the information present did not have a factual basis. Posts dedicated to postvasectomy pain and sexual dysfunction were of the highest quantity. There was no medical provider input to these discussion boards. Educational efforts should be targeted to these areas and should include a health-care professional. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Using Context Variety and Students' Discussions in Recognizing Statistical Situations

    Science.gov (United States)

    Silva, José Luis Ángel Rodríguez; Aguilar, Mario Sánchez

    2016-01-01

    We present a proposal for helping students to cope with statistical word problems related to the classification of different cases of confidence intervals. The proposal promotes an environment where students can explicitly discuss the reasons underlying their classification of cases.

  14. Operation of the online forum for the discussion of high level radioactive waste and related issues

    International Nuclear Information System (INIS)

    Furihata, Shiori; Sugiyama, Naoki; Kikuchi, AKiko; Takizawa, Masayuki

    2002-03-01

    JNC is releasing information on the technical reliability for geological disposal of high-level radioactive waste (HLW) to public. However, the recognition and understanding of general public on the geological disposal of HLW are not satisfied. Recently more and more people are using the Internet, which is two-way, instant and open communication network. So JNC has offered the opportunity for discussing the topics related to geological disposal of HLW on the Internet web site since fiscal year 1999. In this fiscal year, the online forum was opened from January 25 to March 11. The forum was held on the web server independent from JNC so that discussion is done as fairly and objectively as possible. The event, which is the online discussion by university students in nation-wide, was specially held. The number of accesses to the forum significantly increased in this period compared to that of last two fiscal years. The adequate operation of the forum and the presentation of the information about geological disposal of HLW were surveyed by the questionnaire distributed to the participants. (author)

  15. THE USE OF FACEBOOK FOR ONLINE DISCUSSIONS AMONG DISTANCE LEARNERS

    Directory of Open Access Journals (Sweden)

    Tina LIM

    2010-10-01

    Full Text Available With the advent of Web 2.0 tools, educators are looking to these new technological tools to examine its potential in enhancing teaching and learning. While its runaway success as a social networking tool is now renowned, the use of Facebook for educational purposes may be considered still at its infancy stage. This paper describes the use of Facebook as a platform for academic discussions among distance learners. It offers a glimpse into how mobile learning via SMS together with Facebook was used to support and enhance the blended learning approach at Open University Malaysia for three courses: Learning Skills for Open and Distance Learners, Company Law and Renal Nursing. Data on user interactions collected were from the “Page Insights” tools available to Page administrators for the whole duration of a course semester. Facebook interactions examined include total number of fans, total interactions, interactions per post, post quality and unique page views. Findings indicate that Facebook does have the potential to draw distance learners to engage in meaningful academic conversations but the quantity and quality of posts very much depends on the timing as well as the topics of discussion.

  16. A Proposed Model for Authenticating Knowledge Transfer in Online Discussion Forums

    Science.gov (United States)

    Tucker, Jan P.; YoungGonzaga, Stephanie; Krause, Jaclyn

    2014-01-01

    Discussion forums are often utilized in the online classroom to build a sense of community, encourage collaboration and exchange, and measure time on task. A review of the literature revealed that there is little research that examines the role of the online discussion forum as a mechanism for knowledge transfer. Researchers reviewed 21 course…

  17. Analyzing the Learning Process of an Online Role-Playing Discussion Activity

    Science.gov (United States)

    Hou, Huei-Tse

    2012-01-01

    Instructional activities based on online discussion strategies have gained prevalence in recent years. Within this context, a crucial research topic is to design innovative and appropriate online discussion strategies that assist learners in attaining a deeper level of interaction and higher cognitive skills. By analyzing the process of online…

  18. Promoting Communities of Practice among Non-Native Speakers of English in Online Discussions

    Science.gov (United States)

    Kim, Hoe Kyeung

    2011-01-01

    An online discussion involving text-based computer-mediated communication has great potential for promoting equal participation among non-native speakers of English. Several studies claimed that online discussions could enhance the academic participation of non-native speakers of English. However, there is little research around participation…

  19. Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

    Science.gov (United States)

    Rollag, Keith

    2010-01-01

    What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

  20. Do Students Experience Flow Conditions Online?

    Science.gov (United States)

    Meyer, Katrina A.; Jones, Stephanie J.

    2013-01-01

    This pilot study asked graduate students enrolled in higher education programs at two institutions to ascertain whether and to what extent they experienced nine flow-related conditions in two settings: (1) online courses or (2) surfing or gaming online. In both settings, flow was experienced "sometimes," although no significant…

  1. Cheating in Online Courses: The Student Definition

    Science.gov (United States)

    Raines, Deborah A.; Ricci, Peter; Brown, Susan L.; Eggenberger, Terry; Hindle, Tobin; Schiff, Mara

    2011-01-01

    One of the barriers to faculty acceptance of online teaching and learning is a concern about cheating and the quality of the learning experience. This paper reports the findings of a descriptive survey focused on the students' definition of cheating in the online learning environment.

  2. The Online Reading Habits of Malaysian Students

    Science.gov (United States)

    Abidin, Mohammad Jafre Bin Zainol; Pourmohammadi, Majid; Varasingam, Nalini A/P; Lean, Ooi Choon

    2014-01-01

    The purpose of this study is to ascertain the differences in online reading habits between genders and investigate the relationship between socio-economic status and online reading habits. Using a questionnaire, a quantitative approach was administered to 240 Form-Four students from four secondary schools in Penang Island, Malaysia. Findings…

  3. Expanding the Possibilities of Discussion: A Strategic Approach to Using Online Discussion Boards in the Middle and High School English Classroom

    Science.gov (United States)

    Ruday, Sean

    2011-01-01

    This paper focused on whether the use of online discussion boards can enhance the quality of interaction in the middle and high school English classroom, covering both the characteristics of online discussion boards and potential negative effects of their features. The features of online discussion boards, their effects, and how these boards…

  4. Medical students' online learning technology needs.

    Science.gov (United States)

    Han, Heeyoung; Nelson, Erica; Wetter, Nathan

    2014-02-01

    This study investigated medical students' online learning technology needs at a medical school. The study aimed to provide evidence-based guidance for technology selection and online learning design in medical education. The authors developed a 120-item survey in collaboration with the New Technology in Medical Education (NTIME) committee at the Southern Illinois University School of Medicine (SIUSOM). Overall, 123 of 290 medical students (42%) at the medical school participated in the survey. The survey focused on five major areas: students' hardware and software use; perception of educational technology (ET) in general; online behaviours; perception of ET use at the school; and demographic information. Students perceived multimedia tools, scheduling tools, communication tools, collaborative authoring tools, learning management systems and electronic health records useful educational technologies for their learning. They did not consider social networking tools useful for their learning, despite their frequent use. Third-year students were less satisfied with current technology integration in the curriculum, information sharing and collaborative learning than other years. Students in clerkships perceived mobile devices as useful for their learning. Students using a mobile device (i.e. a smartphone) go online, text message, visit social networking sites and are online during classes more frequently than non-users. Medical students' ET needs differ between preclinical and clinical years. Technology supporting ubiquitous mobile learning and health information technology (HIT) systems at hospitals and out-patient clinics can be integrated into clerkship curricula. © 2014 John Wiley & Sons Ltd.

  5. Exploring the behavioural patterns of knowledge dimensions and cognitive processes in peer-moderated asynchronous online discussions

    Directory of Open Access Journals (Sweden)

    Hajar Ghadirian

    2018-05-01

    Full Text Available Peer moderation has been used as a beneficial strategy in asynchronous online discussions to assist student learning performance. However, most studies in peer-moderated asynchronous online discussions (PMAOD have focused only on learning effectiveness and perceptions of students rather than on students’ knowledge dimensions and cognitive processing patterns. This study combined quantitative content analysis (QCA and lag sequential analysis (LSA to explore student knowledge dimensions and cognitive processing patterns in PMAOD. The participants were 84 students in an undergraduate blended course from University Putra Malaysia (UPM, Malaysia. The Revised Bloom Taxonomy (RBT was used as the codification scheme to code the discussion transcripts of participants assigned the role of peer moderators in a reciprocal manner over seven weeks. Behavioural distributions and patterns of high- and low-quality discussion groups were compared. Results showed that students were primarily sharing knowledge dimensions and cognitive processes of metacognition and understanding, respectively. Additionally, it was found that there was a modest proportion of off-topic discussions. Nonetheless, by means of LSA, it was found that PMAOD exhibited a certain degree of self-sustainability in knowledge and cognitive process behaviours, with the exceptions of procedural knowledge and the cognitive process of applyingand, in terms of diversity in knowledge dimension and cognitive processing, high-quality discussion groups outperformed low-quality groups.

  6. Discussion Strategies for the Inclusion of ALL Students

    Science.gov (United States)

    Weih, Timothy G.

    2015-01-01

    Student-centered discussion strategies are described in this article in pursuance of insuring that ALL student voices have a chance to be heard in the classroom. Discussion strategies that are presented include the following: The 10 Second Rule, Think-Pair-Share, Quick Writes, Recorder-Reporter, and K-W-L.

  7. SOS: Observation, Intervention, and Scaffolding towards Successful Online Students

    Science.gov (United States)

    Ainsa, Trisha

    2017-01-01

    Research, reflection, and evaluation of online classes indicated a need for graduated scaffolding for first time students experiencing distance learning. In order to promote student engagement in the online learning process, I designed SOS for beginning online students. Sixty-three online students were offered an opportunity to participate in a…

  8. Students' Evaluation of Google Hangouts through a Cross-Cultural Group Discussion Activity

    Science.gov (United States)

    Kobayashi, Michiko

    2015-01-01

    The study investigated perceived ease of use and usefulness of Google Hangouts as an instructional/learning tool. Forty-two teacher education students at U.S and Japanese universities participated in an online cross-cultural activity using Google Hangouts and discussed cultural differences between the two countries and their teaching philosophies.…

  9. Anyone Can Become a Troll: Causes of Trolling Behavior in Online Discussions

    OpenAIRE

    Cheng, Justin; Bernstein, Michael; Danescu-Niculescu-Mizil, Cristian; Leskovec, Jure

    2017-01-01

    In online communities, antisocial behavior such as trolling disrupts constructive discussion. While prior work suggests that trolling behavior is confined to a vocal and antisocial minority, we demonstrate that ordinary people can engage in such behavior as well. We propose two primary trigger mechanisms: the individual's mood, and the surrounding context of a discussion (e.g., exposure to prior trolling behavior). Through an experiment simulating an online discussion, we find that both negat...

  10. An online debate series for first-year pharmacy students.

    Science.gov (United States)

    Lin, Swu-Jane; Crawford, Stephanie Y

    2007-02-15

    This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. One hundred sixty-two students were assigned to 40 teams (half assigned to argue as "Pros" and half as "Cons") and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process.

  11. An Online Debate Series for First-Year Pharmacy Students

    Science.gov (United States)

    Crawford, Stephanie Y.

    2007-01-01

    Objectives This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. Design One hundred sixty-two students were assigned to 40 teams (half assigned to argue as “Pros” and half as “Cons”) and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Assessment Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. Conclusion This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process. PMID:17429512

  12. Teaching Historical Literacy and Making World History Relevant in the Online Discussion Board

    Science.gov (United States)

    Luckhardt, Courtney

    2014-01-01

    For most students in the introductory World Civilization I course that Courtney Luckhardt teaches online, this is likely their first (and perhaps only) university history course. Persuading students that history is valuable, even just for the skills they need in critical reading and writing, is a difficult task. It is harder still when they view…

  13. Analysis of an Online Match Discussion Board: Improving the Otolaryngology—Head and Neck Surgery Match

    Science.gov (United States)

    Kozin, Elliott D.; Sethi, Rosh; Lehmann, Ashton; Remenschneider, Aaron K.; Golub, Justin S.; Reyes, Samuel A.; Emerick, Kevin; Lee, Daniel J.; Gray, Stacey T.

    2015-01-01

    Introduction “The Match” has become the accepted selection process for graduate medical education. Otomatch.com has provided an online forum for Otolaryngology-Head and Neck Surgery (OHNS) Match-related questions for over a decade. Herein, we aim to 1) delineate the types of posts on Otomatch to better understand the perspective of medical students applying for residency and 2) provide recommendations to potentially improve the Match process. Methods Discussion forum posts on Otomatch between December 2001 and April 2014 were reviewed. The title of each thread and total number of views were recorded for quantitative analysis. Each thread was organized into one of six major categories and one of eighteen subcategories, based on chronology within the application cycle and topic. National Resident Matching Program (NRMP) data were utilized for comparison. Results We identified 1,921 threads corresponding to over 2 million page views. Over 40% of threads related to questions about specific programs, and 27% were discussions about interviews. Views, a surrogate measure for popularity, reflected different trends. The majority of individuals viewed posts on interviews (42%), program specific questions (20%) and how to rank programs (11%). Increase in viewership tracked with a rise in applicant numbers based on NRMP data. Conclusions Our study provides an in depth analysis of a popular discussion forum for medical students interested in the OHNS Match. The most viewed posts are about interview dates and questions regarding specific programs. We provide suggestions to address unmet needs for medical students and potentially improve the Match process. PMID:25550223

  14. Student Perceptions of Online Tutoring Videos

    Science.gov (United States)

    Sligar, Steven R.; Pelletier, Christopher D.; Bonner, Heidi Stone; Coghill, Elizabeth; Guberman, Daniel; Zeng, Xiaoming; Newman, Joyce J.; Muller, Dorothy; Dennis, Allen

    2017-01-01

    Online tutoring is made possible by using videos to replace or supplement face to face services. The purpose of this research was to examine student reactions to the use of lecture capture technology in a university tutoring setting and to assess student knowledge of some features of Tegrity lecture capture software. A survey was administered to…

  15. Exploring the Utility of a Video-Based Online EFL Discussion Forum

    Science.gov (United States)

    Huang, Heng-Tsung Danny; Hung, Shao-Ting Alan

    2013-01-01

    Online discussion forums represent "online collaborative learning spaces in which communities become engaged in the discourse on a topic about which they share common interests or goals" (Montero, Watts & Garcia-Carbonell, 2007, p. 568). This digital communication modality has been claimed to enhance second/foreign language (L2)…

  16. Adding to the mix: Students use of Facebook groups and blackboard discussion forums in higher education

    Directory of Open Access Journals (Sweden)

    Mike Kent

    2016-09-01

    Full Text Available This paper reports on a case study of the use of Facebook in learning and teaching in higher education. Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA. Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted. This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour. These results were then compared to earlier instances of the same unit that ran within the previous twelve months, one fully online with OUA only using the Blackboard discussion group, and a second taught at Curtin University with both blended learning for students at the University’s Bentley campus as well as fully online for external students, that utilised both Blackboard and Facebook. The results show that Facebook greatly increases the level of student activity in online discussions, both absolutely and in the level of sustained activity across the unit’s study period. Facebook groups also had a different pattern of content from Blackboard. In Blackboard discussion is more focused on the set unit learning content, in Facebook students were using the groups to discuss administration and assignments and also bring in additional material from outside the units set learning materials. Facebook posts, while more sustained over the semester, were shorter in length. This study found that the addition of a Facebook discussion forum does not noticeably impact on the use of Blackboard’s discussion forum, but rather adds a new dimension to the mix of online interaction. The paper concludes that there is value in using both of these forums for student

  17. To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

    Directory of Open Access Journals (Sweden)

    Wu-Yuin Hwang

    2014-09-01

    Full Text Available Recently, various computer networking courses have included additional laboratory classes in order to enhance students’ learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous research, the virtualization application was successfully applied in a laboratory, but focused only on individual assignments. The present study extends previous research by designing the Networking Virtualization-Based Laboratory (NVBLab, which requires collaborative learning among the experimental students. The students were divided into an experimental group and a control group for the experiment. The experimental group performed their laboratory assignments using NVBLab, whereas the control group completed them on virtual machines (VMs that were installed on their personal computers. Moreover, students using NVBLab were provided with an online synchronous discussion (OSD feature that enabled them to communicate with others. The laboratory assignments were divided into two parts: Basic Labs and Advanced Labs. The results show that the experimental group significantly outperformed the control group in two Advanced Labs and the post-test after Advanced Labs. Furthermore, the experimental group’s activities were better than those of the control group based on the total average of the command count per laboratory. Finally, the findings of the interviews and questionnaires with the experimental group reveal that NVBLab was helpful during and after laboratory class.

  18. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  19. Factors of Students Participating in Online Examination

    Directory of Open Access Journals (Sweden)

    Sugilar Sugilar

    2016-05-01

    Full Text Available The purpose of the study is to discover determinant factors of students' participation in online examination based on expectancy-value theory. The method used was group comparison between the groups of participating and nonparticipating students. The results showed that the following factors differentiated the two groups, i.e.: (1 self efficacy in using computers (t=12.81, p<0.01, (2 perceived of easiness in operating an online examination (t=9.51, p<0.01, (3 perceived of the importance of online examination (t=5.58, t<0.01, (4 intrinsic value of online examination (t=10.58, p<001, and (5 cost of online examination (t=-2.05, p=0.029. In addition, the following students' personal factors were also compared and the results were (1 age (t=-2.01, p=0.46, (2 grade point average (t=-5.546, 0<0.01, (3 sex (x2=28.51, p<0.01, and (4 marital status (x2=6.50, p=0.011. The results concluded that the expectancy and value theory was useful for explaining and predicting students' participation in online examinations.

  20. Self-control in Online Discussions: Disinhibited Online Behavior as a Failure to Recognize Social Cues.

    Science.gov (United States)

    Voggeser, Birgit J; Singh, Ranjit K; Göritz, Anja S

    2017-01-01

    In an online experiment we examined the role of self-control in recognizing social cues in the context of disinhibited online behavior (e.g., flaming and trolling). We temporarily lowered participants' self-control capacity with an ego depletion paradigm (i.e., color Stroop task). Next, we measured participants' sensitivity to social cues with an emotional Stroop task containing neutral, negative, and taboo words. Sensitivity to social cues is represented by the increase in reaction time to negative and especially taboo words compared to neutral words. As expected, undepleted participants were slower to process the color of negative and taboo words. By contrast, depleted participants (i.e., those with lowered self-control capacity) did not react differently to taboo or negative words than they did to neutral words. The experiment illustrates that self-control failure may manifest itself in a failure to recognize social cues. The finding underlines the importance of self-control in understanding disinhibited online behavior: Many instances of disinhibited online behavior may occur not because people are unable to control themselves, but because they do not realize that a situation calls for self-control in the first place.

  1. Self-control in Online Discussions: Disinhibited Online Behavior as a Failure to Recognize Social Cues

    Directory of Open Access Journals (Sweden)

    Birgit J. Voggeser

    2018-01-01

    Full Text Available In an online experiment we examined the role of self-control in recognizing social cues in the context of disinhibited online behavior (e.g., flaming and trolling. We temporarily lowered participants' self-control capacity with an ego depletion paradigm (i.e., color Stroop task. Next, we measured participants' sensitivity to social cues with an emotional Stroop task containing neutral, negative, and taboo words. Sensitivity to social cues is represented by the increase in reaction time to negative and especially taboo words compared to neutral words. As expected, undepleted participants were slower to process the color of negative and taboo words. By contrast, depleted participants (i.e., those with lowered self-control capacity did not react differently to taboo or negative words than they did to neutral words. The experiment illustrates that self-control failure may manifest itself in a failure to recognize social cues. The finding underlines the importance of self-control in understanding disinhibited online behavior: Many instances of disinhibited online behavior may occur not because people are unable to control themselves, but because they do not realize that a situation calls for self-control in the first place.

  2. Students discussing their mathematical ideas: the role of the teacher

    NARCIS (Netherlands)

    Pijls, M.; Dekker, R.

    2011-01-01

    This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss

  3. Bladder cancer discussed on the internet: a systematic analysis of gender differences of initial posters on an online discussion board.

    Science.gov (United States)

    Lippka, Yannick; Patschan, Oliver; Todenhöfer, Tilmann; Schwentner, Christian; Gutzeit, Andreas; Merseburger, Axel S; Horstmann, Marcus

    2013-01-01

    To evaluate gender differences of initial posters in threads dealing with bladder cancer on an online discussion board. 529 threads opened between 09/2005 and 03/2012 were screened on the largest German speaking bladder cancer online discussion board. 366 threads fulfilled the requirements for this study. Gender, age, number, status of concern and oncological situation of initiating posters as well as their motives and language style were analyzed following a standardized protocol. Threads were initiated in 45% (164/366) by men and in 55% (202/366) by women. Mean age of male initiating posters was 50 years and of female posters 44 years (p posters asked for medical information or therapeutic recommendations regarding diagnosis, treatment and prognosis. However, women significantly more often expressed their wish for emotional support (p = 0.034) and in tendency wanted to share their experiences with others (p = 0.057). Language analysis revealed that women significantly more often used a tentative language style than men (p = 0.003). Even though women are less often affected by bladder cancer, they are more active -especially for their concerned family members - on the evaluated discussion board than men. Whereas both genders equally often ask for medical information, women more often want to share their experiences and look for emotional support.

  4. Student Effort, Consistency and Online Performance

    Directory of Open Access Journals (Sweden)

    Hilde Patron

    2011-07-01

    Full Text Available This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas effort, or total minutes spent online, is not. Other independent variables include GPA and the difference between a pre-test and a post-test. The GPA is used as a measure of motivation, and the difference between a post-test and pre-test as marginal learning. As expected, the level of motivation is found statistically significant at a 99% confidence level, and marginal learning is also significant at a 95% level.

  5. Scaffolding student engagement via online peer learning

    International Nuclear Information System (INIS)

    Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A

    2014-01-01

    We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)

  6. Credibility of online comments in the HPV vaccination discussion in Finnish online forums

    OpenAIRE

    Tuhkala, Veera

    2016-01-01

    Internet ja lukuisat online-kanavat ja -foorumit ovat mahdollistaneet reaaliaikaisen kom-mentoinnin lähes jokaiselle ja näin yleisöistä ja sisällön kuluttajista on tullut sisällöntuottajia. Sisällöt voivat myös ohjailla kuluttajien käyttäytymistä. Kuluttajien tuottaman sisällön suuri määrä on johtanut siihen, että online-sisältöjen luotettavuuden arvioimisesta on tullut entistä tärkeämpää ja organisaatioiden täytyy ennakoida ja hallita heitä käsittelevää verkkokeskustelua. Tavallisten ihmiste...

  7. How a moderated online discussion forum facilitates support for young people with eating disorders.

    Science.gov (United States)

    Kendal, Sarah; Kirk, Sue; Elvey, Rebecca; Catchpole, Roger; Pryjmachuk, Steven

    2017-02-01

    Young people with eating disorders are at risk of harm to their social, emotional and physical development and life chances. Although they can be reluctant to seek help, they may access social media for information, advice or support. The relationship between social media and youth well-being is an emotive subject, but not clearly understood. This qualitative study aimed to explore how young people used a youth-orientated, moderated, online, eating disorders discussion forum, run by an eating disorders charity. We applied a netnographic approach involving downloading and thematically analysing over 400 messages posted August-November 2012. Data analysis generated five themes: Taking on the role of mentor; the online discussion forum as a safe space; Friendship within the online forum; Flexible help; and Peer support for recovery and relapse prevention. Forum moderation may have influenced the forum culture. Our findings are consistent with literature about youth preferences for mental health self-care support. A young person's decision to use this discussion forum can be construed as pro-active self-care. A moderated online discussion forum can make a positive contribution to support for youth with eating disorders, countering negative media perceptions of online groups. This study adds to knowledge about how young people access support via social media. Online discussion forums can be safe and acceptable spaces for youth to access help. Further research could provide insights into the impact of forum moderation. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

  8. Improving the Quality of Online Discussion: The Effects of Strategies Designed Based on Cognitive Load Theory Principles

    Science.gov (United States)

    Darabi, Aubteen; Jin, Li

    2013-01-01

    This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online discussion strategies were designed specifically aiming at reducing the discussants' cognitive load and thus enhancing the quality of their online discussion.…

  9. Changes in Perceived Teacher Self-Efficacy and Burnout as a Result of Facilitated Discussion and Self-Reflection in an Online Course to Prepare Teachers to Work with Students with Autism

    Science.gov (United States)

    Boomgard, Monica C.

    2013-01-01

    A growing number of students with Autism Spectrum Disorder (ASD) who display complex learning needs present challenges to educators who struggle to meet their educational needs. Teaching is stressful and additional instructional challenges may increase teacher vulnerability to burnout, leading to a greater likelihood of attrition. Increasing…

  10. Discussion

    International Nuclear Information System (INIS)

    Sutcliffe, W.G.

    1991-01-01

    This is an edited transcript of the recorded discussions that followed the presentation of each paper and on the general comments at the conclusion of the session. No attempt was made to identity those who offered comments or asked questions

  11. A Supervised Machine Learning Study of Online Discussion Forums about Type-2 Diabetes

    DEFF Research Database (Denmark)

    Reichert, Jonathan-Raphael; Kristensen, Klaus Langholz; Mukkamala, Raghava Rao

    2017-01-01

    supervised machine learning techniques to analyze the online conversations. In order to analyse these online textual conversations, we have chosen four domain specific models (Emotions, Sentiment, Personality Traits and Patient Journey). As part of text classification, we employed the ensemble learning...... method by using 5 different supervised machine learning algorithms to build a set of text classifiers by using the voting method to predict most probable label for a given textual conversation from the online discussion forums. Our findings show that there is a high amount of trust expressed by a subset...

  12. Online Learning Self-Efficacy in Students with and without Online Learning Experience

    Science.gov (United States)

    Zimmerman, Whitney Alicia; Kulikowich, Jonna M.

    2016-01-01

    A need was identified for an instrument to measure online learning self-efficacy, which encompassed the wide variety of tasks required of successful online students. The Online Learning Self-Efficacy Scale (OLSES) was designed to include tasks required of students enrolled in paced online courses at one university. In the present study, the…

  13. Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

    Science.gov (United States)

    Demir Kaymak, Zeliha; Horzum, Mehmet Baris

    2013-01-01

    Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

  14. Using Word Clouds in Online Discussions to Support Critical Thinking and Engagement

    Science.gov (United States)

    deNoyelles, Aimee; Reyes-Foster, Beatriz

    2015-01-01

    Being actively engaged in a task is often associated with critical thinking. Cultivating critical thinking skills, such as purposefully reflecting and analyzing one's own thinking, is a major goal of higher education. However, there is a challenge in providing college students opportunities to clearly demonstrate these skills in online courses.…

  15. An Analysis of Peer Review Response Types in Threaded Discussions of an Online Graduate Class

    Science.gov (United States)

    Molseed, Tim

    2011-01-01

    The effectiveness of a peer review process for online graduate students is predicated on a balance between "social"- and "task"-directed communications. The defining criteria of learning communities are presented to illustrate the operational meaning of social and the criteria for Critical Thinking used to illustrate the…

  16. BOOK REVIEW STUDENT-TEACHER INTERACTION IN ONLINE LEARNING ENVIRONMENTS

    Directory of Open Access Journals (Sweden)

    Harun SERPIL

    2017-04-01

    Full Text Available As online learning environments do not lend themselves to face-to-face interaction between teachers and students, it is essential to understand how to ensure healthy social presence in online learning. This book provides a useful selection of both commonly used and recently developed theories by discussing current research and giving examples of social presence in latest Online Learning Environments (OLEs. The book examines how the appropriate use of technological tools can relate instructors, peers, and course content. The reports on successful implementations are reinforced with research involving pre-service teachers. Both experienced and inexperienced educators will benefit by being informed about the effective use of many valuable tools exemplified here. The last six chapters present an array of new models that support social presence, and demonstrate how traditional paradigms can be used to create online social presence.

  17. FCJ-162 Symbolic violence in the online field: Calls for ‘civility’ in online discussion

    Directory of Open Access Journals (Sweden)

    Shannon Sindorf

    2014-04-01

    Full Text Available In this paper, I argue that enforcing norms of civility in a deliberative space can be dangerous, as a requirement of civility can be used as a tool to stifle dissent and reinforce existing arrangements of power. I analyse the comments that led to the closing of the online comments board of a community newspaper in Greeley, Colorado in the United States, the editor of the paper’s justification for shutting down commenting, as well as the few comments that made it to the forum in response to the announcement before the commenting function ceased. I find that despite the fact that comments were often rude and insulting, they were performing a vital deliberative democratic function.

  18. Book discussion course: timely topics for medical students.

    Science.gov (United States)

    Timm, Donna F; Woodson, Deidra; Jones, Dee

    2014-01-01

    Several library faculty members at the Louisiana State University Health Shreveport Health Sciences Library offered a book discussion course as an elective for first-year medical students. This article provides details on how the librarians developed, taught, and evaluated this elective. The librarians took a team-teaching approach, required the students to read two books, and outlined the criteria for participation. At the end of the course, the students completed an evaluation, commenting on positive and negative aspects of the course. The elective proved to be successful, and the librarians look forward to offering the course again in the spring of 2014.

  19. Creating a 'Born Digital' Introductory Online Geology Course with a Community of Inquiry that Supports Discussion of Societal Challenges

    Science.gov (United States)

    d'Alessio, M. A.; Schwartz, J. J.

    2014-12-01

    With earth science relevant to so many societal challenges, we created an introductory geology course as a forum for students to explore the interplay between geoscience and society. With new media and digital tools enabling such rich collaboration, we designed the course as a fully online lecture and laboratory experience that meets the natural science general education requirements of our university. We hook students by using popular Hollywood blockbusters paired with documentary films that address related science content. Student ask questions using an online question ranking tool (Google Moderator) to guide the direction of further content delivery using the slide sharing/collaboration tool 'VoiceThread.' It allows instructors to post slides, add video narration, and invite students to comment or answer specific questions using video, voice, or text. Students report that VoiceThread makes an asynchronous class feel like a face-to-face experience. Student also collect data using online tools and pool their data in Google Spreadsheets. They discuss their collective findings in VoiceThread. With these tools in place, each content unit culminates with a challenge scenario. Students work in teams to come to a consensus about a real-world decision that requires them to apply their geologic knowledge. Examples include whether or not to evacuate a town in light of volcanic activity, which house to purchase in an earthquake prone area, which industry was polluting local groundwater, and whether or not to sell mineral rights for hydraulic fracturing. While many of these activities are widely utilized, our approach using them in an integrated online lecture/lab environment is unique. A survey of student attitudes towards the course revealed that students felt a stronger personal connection to the course instructor and one another than typical face-to-face GE classes, including those from our own department. Students' self-report of how much they learned was strongly

  20. Mentoring and Student Support in Online Doctoral Programs

    Science.gov (United States)

    Kumar, Swapna; Coe, Catherine

    2017-01-01

    The increase in online graduate programs and the online mentoring of student research have led to the need to identify challenges faced by online mentees and successful strategies used by online mentors during the dissertation process. Based on semistructured interviews with ten graduates, strategies for online mentoring and areas of support…

  1. Marketing through Online Leadership to Retain Invisible Customers: Perceptions of Online Students

    Science.gov (United States)

    Kibiloski, F. Terry.

    2012-01-01

    This quantitative study examined the relationship between student perceived leadership styles of online university instructors, and the perceived customer satisfaction and retention of online students. Specifically, the four goals of this study were to determine: (a) students' perception of their online instructor's leadership style, (b) if…

  2. Students' Perceptions of Online Courses: The Effect of Online Course Experience

    Science.gov (United States)

    Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

    2017-01-01

    While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

  3. Teaching Anthropology to "Nonelite" Students: A Beginning Discussion.

    Science.gov (United States)

    Newman, Stanley M.

    1990-01-01

    Describes a strategy for designing an introductory course in cultural anthropology for "nonelite" students. Discusses the thematic approach to teaching anthropology. Emphasis is placed on the importance of using the culture concept as an analytical tool to understand culturally different behaviors. (JS)

  4. A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

    Science.gov (United States)

    Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

    2017-03-01

    Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

  5. Home Manufacture of Drugs: An Online Investigation and a Toxicological Reality Check of Online Discussions on Drug Chemistry.

    Science.gov (United States)

    Hearne, Evelyn; Alves, Emanuele Amorim; Van Hout, Marie Claire; Grund, Jean-Paul C

    2017-01-01

    Emerging trends in market dynamics and the use of new psychoactive substances are both a public health concern and a complex regulatory issue. One novel area of investigation is the availability of homemade opioids, amphetamines and dissociatives, and the potential fueling of interest in clandestine home manufacture of drugs via the Internet. We illustrate here how online communal folk pharmacology of homemade drugs on drug website forums may actually inform home manufacture practices or contribute to the reduction of harms associated with this practice. Discrepancies between online information around purification and making homemade drugs safer, and the synthesis of the same substances in a proper laboratory environment, exist. Moderation and shutdown of synthesis queries and discussions online are grounded in drug websites adhering to harm-reduction principles by facilitating discussions around purification of homemade drugs only. Drug discussion forums should consider reevaluating their policies on chemistry discussions in aiming to reach people who cannot or will not refrain from cooking their own drugs with credible information that may contribute to reductions in the harms associated with this practice.

  6. Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures

    Science.gov (United States)

    Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.

    2014-01-01

    A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…

  7. Student perceptions on learning with online resources in a flipped mathematics classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Eva; Timcenko, Olga

    2015-01-01

    This article discusses student perceptions of if and how online resources contribute to mathematics learning and motivation. It includes results from an online survey we conducted at the Media Technology department of Aalborg University, Copenhagen, Denmark. For this study, students were given...... links to various online resources (screencasts, online readings and quizzes, and lecture notes) for out-of-class preparation in a flipped classroom in mathematics. The survey results show support for student perceptions that online resources enhance learning, by providing visual and in depth...... explanations, and they can motivate students. However, students stated that they miss just-in-time explanations when learning with online resources and they questioned the quality and validity of some of them....

  8. Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

    Science.gov (United States)

    Camus, Melinda; Hurt, Nicole E.; Larson, Lincoln R.; Prevost, Luanna

    2016-01-01

    Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as…

  9. Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

    Science.gov (United States)

    Dengler, Mary

    2008-01-01

    This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

  10. Growth Patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course

    Science.gov (United States)

    Ghadirian, Hajar; Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Binti Abu; Hassanzadeh, Maryam

    2016-01-01

    This study presents a case study of asynchronous online discussions' (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums…

  11. Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context

    Science.gov (United States)

    Pisutova-Gerber, Katarina; Malovicova, Jana

    2009-01-01

    This article describes and analyzes efforts to use collaborative asynchronous discussion forums in a three semester online education program for NGO leaders and managers in Slovakia. Slovakia, as a country with autocratic styles of teacher-centered education, presents strong barriers to the implementation of collaborative learning activities. The…

  12. Preventing Online Victimization: College Students' Views on Intervention and Prevention.

    Science.gov (United States)

    White, Wendi E; Carmody, Dianne

    2016-01-14

    Facebook, Twitter, and other social networking sites have changed the way we interact online. Technological advances have also facilitated the emergence of cyberstalking and online harassment, a growing issue on college campuses. This study utilizes focus group data to examine college students' experiences with online harassment and cyberstalking. Students voiced concerns with online tracking, falsifying identities, and harassment. They also noted that incoming first-year students and those negotiating some of their first romantic relationships are especially vulnerable. In addition, students were asked to propose appropriate prevention, education, and intervention strategies at the college level. Surprisingly, many students recommended offline programs to battle this online problem. © The Author(s) 2016.

  13. Addressing the challenges of diagnostics demand and supply: insights from an online global health discussion platform

    OpenAIRE

    Engel, Nora; Wachter, Keri; Pai, Madhukar; Gallarda, Jim; Boehme, Catharina; Celentano, Isabelle; Weintraub, Rebecca

    2016-01-01

    Several barriers challenge development, adoption and scale-up of diagnostics in low and middle income countries. An innovative global health discussion platform allows capturing insights from the global health community on factors driving demand and supply for diagnostics. We conducted a qualitative content analysis of the online discussion ?Advancing Care Delivery: Driving Demand and Supply of Diagnostics? organised by the Global Health Delivery Project (GHD) (http://www.ghdonline.org/) at H...

  14. Viewer Discussion is Advised. Video Clubs Focus Teacher Discussion on Student Learning

    Directory of Open Access Journals (Sweden)

    Elizabeth A. van Es

    2014-06-01

    Full Text Available Video is being used widely in professional development. Yet, little is known about how to design video-based learning environments that are productive for teacher learning. One promising model is a video club (Sherin, 2000. Video clubs bring teachers together to view and analyze video segments from one another’s classrooms. The idea is that by watching and discussing video segments focused on student thinking, teachers will learn practices for identifying and analyzing noteworthy student thinking during instruction and can use what they learn to inform their instructional decisions. This paper addresses issues to consider when setting up a video club for teacher education, such as defining goals for using video, establishing norms for viewing and discussing one another’s teaching, selecting clips for analysis, and facilitating teacher discussions. Si consiglia la discussione tra osservatori. Nei Video Club gli insegnanti mettono a fuoco le modalità con cui gli studenti apprendono.Il video è stato ampiamente utilizzato per la formazione professionale. Tuttavia poche sono le conoscenze relative alla progettazione di ambienti di apprendimento basati su video che siano efficaci per la formazione degli insegnanti. Un modello promettente è il “video club” (Sherin, 2000. Video club uniscono insegnanti che guardano ed analizzano insieme segmenti video delle proprie rispettive classi. L'idea è che gli insegnanti, guardando e discutendo segmenti video centrati sul pensiero degli alunni, imparino ad adottare durante l’insegnamento pratiche d'identificazione e analisi di pensieri degli alunni degni di nota e possano poi utilizzare ciò che hanno imparato nelle decisioni didattiche. Questo articolo affronta le questioni da considerare quando si configura un video club per la formazione degli insegnanti, come ad esempio la definizione di obiettivi per l'utilizzo dei video, le norme per la visione e discussione dei rispettivi video, la selezione

  15. Parents' online discussions about children's dental caries: A critical content analysis.

    Science.gov (United States)

    Milne, Avery; Weijs, Cynthia A; Haines-Saah, Rebecca J; McLaren, Lindsay

    2017-09-14

    Through an analysis of postings to an online parenting forum, we aimed to explore the many ways in which parents orient to (i.e., take up, challenge, re-articulate) information about child dental health in the context of their online interactions. Our analysis is anchored in Nettleton's theoretical work on dental authority and power, which we apply in a digital context. We examined discussion threads from the public online forums on BabyCenter Canada. We identified relevant threads using the site search function and keywords related to dental health, with a focus on dental caries (tooth decay), related care behaviours (e.g., toothbrushing), and the controversial issue of fluoride. Following descriptive content coding, we applied a critical lens to unpack themes related to expert knowledge, gender and parenting online cultures. We analyzed 479 relevant threads. Our findings focus on two central themes: the tension between parents' views and those of dental health professionals; and, the gendered, cultural roles and expectations that position mothers as primarily responsible for the care of children's dental health. Though these themes are not new, our findings show that they persist in the digital context where social divisions (e.g., expert/non-expert) may be blurred. Our analysis of online discussions provides an opportunity to think critically about ways in which parents engage with public health, in digital contexts. Although some mothers express disconnect when communicating with dental professionals, they are very engaged and concerned with dental health issues for their children. A challenge for dental public health is to find ways to shift perspective towards recognizing that the target population is empowered and already engaged in discussions of research evidence and clinical encounters on their own terms, facilitated by an online context.

  16. Online Course Model that Fosters Interdisciplinary Collaboration Among Graduate Students

    Science.gov (United States)

    deCharon, A.; Repa, J. T.; Companion, C. J.; Taylor, L.

    2016-02-01

    First piloted in Fall 2014, "Broaden the Impacts of Your Research" is a fully asynchronous (i.e., no live or scheduled sessions) online graduate course. This two-credit offering was designed in response to evaluation data from 73 graduate students who participated in four National Science Foundation-funded workshops (deCharon et al., 2013). As a community of practice, students from various scientific disciplines learn about communication and collaboration skills, practice these skills by developing a portfolio of products, and provide feedback on their classmates' products. The course is organized into four sections during the 14-week semester, each with its own set of objectives including: assessing and reducing jargon; engaging in interdisciplinary collaboration; understanding non-scientist audiences' needs; and deconstructing science and connecting to society. The course's quality was assessed through a review of its design by an external evaluator who also gauged its overall efficacy by comparing students' weekly blog posts with the course's goals and objectives. Effectiveness was also evaluated based on students' data from post-semester surveys. Based on these analyses, it has been determined that the course is most appropriate for students who have conducted their initial research and are preparing to communicate it to others and seek additional funding. It exposes students to communications experts through video guest lectures, and it fosters interdisciplinary online collaboration. Participants benefit from employing a variety of online tools to examine and clarify thinking about their own research. Given that the course is online and 100% asynchronous, it is highly flexible and could potentially serve students worldwide. This presentation will focus on the design of "Broaden the Impacts of Your Research," provide evaluation results from both cohorts (i.e., Fall 2014, Fall 2015), and discuss its transferability to other universities or professional societies.

  17. Body talk: students' identity construction while discussing a socioscientific issue

    Science.gov (United States)

    Ideland, Malin; Malmberg, Claes

    2012-06-01

    Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting? This article explores discourses that structure the Vision II science classroom, and how different students construct their identities inside these discourses. In the article we consider school science as an order of discourses which restricts and enables what is possible to think and say and what subject-positions those are available and non-available. The results show that students' talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different ways depending on how the students construct their identities in relation to available subject positions, which are dependent on how students at the same time are "doing" gender and social class. As an example, middle class girls show resistance against SSI-work since the practice is threatening their identity as "successful students". This article uses a sociopolitical perspective in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school science.

  18. Online Mathematics Homework Increases Student Achievement

    Directory of Open Access Journals (Sweden)

    Jeremy Roschelle

    2016-10-01

    Full Text Available In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a provides timely feedback and hints to students as they do homework and (b gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption.

  19. Using Facebook to facilitate course-related discussion between students and faculty members.

    Science.gov (United States)

    DiVall, Margarita V; Kirwin, Jennifer L

    2012-03-12

    To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool. At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall posts, and 1,326 visits. One hundred nineteen students (97% of the class) completed the survey tool. Twenty-six percent of students contributed posts compared to 11% who posted on the course discussion board on Blackboard. Students were more likely to post and be exposed to posts on Facebook than on Blackboard. Students found Facebook helpful and 57% said they would miss Facebook if use was not continued in subsequent courses. Students in a Comprehensive Disease Management course found the addition of a Facebook page a valuable study tool and thought most posts added to their learning.

  20. Anyone Can Become a Troll: Causes of Trolling Behavior in Online Discussions.

    Science.gov (United States)

    Cheng, Justin; Bernstein, Michael; Danescu-Niculescu-Mizil, Cristian; Leskovec, Jure

    2017-01-01

    In online communities, antisocial behavior such as trolling disrupts constructive discussion. While prior work suggests that trolling behavior is confined to a vocal and antisocial minority, we demonstrate that ordinary people can engage in such behavior as well. We propose two primary trigger mechanisms: the individual's mood, and the surrounding context of a discussion (e.g., exposure to prior trolling behavior). Through an experiment simulating an online discussion, we find that both negative mood and seeing troll posts by others significantly increases the probability of a user trolling, and together double this probability. To support and extend these results, we study how these same mechanisms play out in the wild via a data-driven, longitudinal analysis of a large online news discussion community. This analysis reveals temporal mood effects, and explores long range patterns of repeated exposure to trolling. A predictive model of trolling behavior shows that mood and discussion context together can explain trolling behavior better than an individual's history of trolling. These results combine to suggest that ordinary people can, under the right circumstances, behave like trolls.

  1. An Online High School "Shepherding" Program: Teacher Roles and Experiences Mentoring Online Students

    Science.gov (United States)

    Drysdale, Jeffery S.; Graham, Charles R.; Borup, Jered

    2014-01-01

    Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, very little research addresses how programs that are fully online can provide their students with comparable support. Using K-12 online research, this case study analyzed a "shepherding program" at Mountain…

  2. Comparison of Online Game Addiction in High School Students with Habitual Computer Use and Online Gaming

    Science.gov (United States)

    Müezzin, Emre

    2015-01-01

    The aim of this study is to compare the online game addiction in high school students with the habitual computer use and online gaming. The sample selected through the criterion sampling method, consists of 61.8% (n = 81) female, 38.2% (n = 50) male, 131 high school students. The "Online Game Addiction Scale" developed by Kaya and Basol…

  3. Mentoring Doctoral Students Online: Mentor Strategies and Challenges

    Science.gov (United States)

    Kumar, Swapna; Johnson, Melissa

    2017-01-01

    The purpose of our research was to explore faculty members' experiences with online mentoring during the dissertation stage of an online doctoral program. During semi-structured interviews, four mentors reflected on their online mentoring of students, specifically the strategies that worked well, challenges faced while mentoring online, and other…

  4. Regulation of Motivation: Students' Motivation Management in Online Collaborative Groupwork

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia

    2013-01-01

    Background: Online learning is becoming a global phenomenon and has a steadily growing influence on how learning is delivered at universities worldwide. Motivation of students, however, has become one of the most serious problems in one important aspect of online learning--online collaborative groupwork or online group homework. It is surprising…

  5. Online Game Addiction among Chinese College Students Measurement and Attribution.

    Science.gov (United States)

    Zhou, Yuqiong; Li, Zhitian

    2009-01-01

    This study made an initial attempt to measure and attribute online game addiction among Chinese college students. We generated three factors of online game addiction: Control Disorder, Conflict, and Injury, as well as proposed a comprehensive model that attributed online game addiction to three groups of driving forces: environmental influences (most significant), characteristics of online games, and personal reasons.

  6. Student-Teacher Interaction in Online Learning Environments

    Science.gov (United States)

    Wright, Robert D., Ed.

    2015-01-01

    As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

  7. Accommodating Students' Sensory Learning Modalities in Online Formats

    Science.gov (United States)

    Allison, Barbara N.; Rehm, Marsha L.

    2016-01-01

    Online classes have become a popular and viable method of educating students in both K-12 settings and higher education, including in family and consumer sciences (FCS) programs. Online learning dramatically affects the way students learn. This article addresses how online learning can accommodate the sensory learning modalities (sight, hearing,…

  8. Searching for Student Success: Implementing Immediacy in Online Courses

    Science.gov (United States)

    Jennings, Amy B.

    2013-01-01

    Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking…

  9. Feedback in online course for non-native English-speaking students

    CERN Document Server

    Olesova, Larisa

    2013-01-01

    Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

  10. Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

    Directory of Open Access Journals (Sweden)

    J. Lynn McBrien

    2009-06-01

    Full Text Available This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996 operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.

  11. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

    Science.gov (United States)

    Biel, Rachel; Brame, Cynthia J

    2016-12-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

  12. ATTITUDE TOWARDS ONLINE RETAILING SERVICES: A COMPARISON OF STUDENT AND NON-STUDENT SAMPLES

    Directory of Open Access Journals (Sweden)

    Siohong Tih

    2008-01-01

    Full Text Available This study examined the adequacy of using undergraduate student samples in research on online consumer attitudes by comparing the attitudes of students (n = 161 towards online retailing services with the attitudes of non-students (n = 252 towards such services. A structured questionnaire administered online was used to gather data on perceptions, satisfaction, and behavioral intentions with regard to online retailing services. The t-test results showed that, in general, students' attitude towards online retailing services is similar to that of non-students. Therefore, undergraduate students may be reasonable surrogates for consumers in research on online retailing.

  13. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    Directory of Open Access Journals (Sweden)

    Rachel Biel

    2016-12-01

    Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

  14. Factors that Influence Students' Decision to Dropout of Online Courses

    Science.gov (United States)

    Willging, Pedro A.; Johnson, Scott D.

    2009-01-01

    Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect…

  15. University Students' Online Information Searching Strategies in Different Search Contexts

    Science.gov (United States)

    Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

    2012-01-01

    This study investigates the role of search context played in university students' online information searching strategies. A total of 304 university students in Taiwan were surveyed with questionnaires in which two search contexts were defined as searching for learning, and searching for daily life information. Students' online search strategies…

  16. Increasing Student Engagement in Online Educational Leadership Courses

    Science.gov (United States)

    Deschaine, Mark E.; Whale, David E.

    2017-01-01

    Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…

  17. Searching for Socrates: How to Engage Online Students

    Directory of Open Access Journals (Sweden)

    William Swart

    2016-08-01

    Full Text Available Our university enrolls over 500 students in its online Master of Business Administration (MBA program. In this paper we present tools that were developed to better engage students with their online learning environment. Over 85% of our students reported that individually and collectively these tools were more effective in helping them to understand the material.

  18. Harnessing Information Technology to Improve the Process of Students' Evaluations of Teaching: An Exploration of Students' Critical Success Factors of Online Evaluations

    Science.gov (United States)

    Nevo, Dorit; McClean, Ron; Nevo, Saggi

    2010-01-01

    This paper discusses the relative advantage offered by online Students' Evaluations of Teaching (SET) and describes a study conducted at a Canadian university to identify critical success factors of online evaluations from students' point of view. Factors identified as important by the students include anonymity, ease of use (of both SET survey…

  19. Understanding Trail Runners’ Activity on Online Community Forums: An Inductive Analysis of Discussion Topics

    Directory of Open Access Journals (Sweden)

    Rochat Nadège

    2018-03-01

    Full Text Available Recreational trail runners often participate in online community forums where they can freely read posted messages, join discussions and/or introduce new discussion topics. This tool can enhance learning as runners connect with other trail runners and reflect on how they can better organize their own practice. Studying forum activity would provide greater insight into the relationship between field practice and dedicated forums. The aim of this study was therefore to detect the topics discussed online by trail runners in order to understand how they collectively look for solutions that help them adapt to issues that emerge during actual practice. The discussion topics (n = 171 on the forum hosted by the Raidlight brand were examined using inductive content analysis, which distinguished two general dimensions. The first dimension was training and had four first-order themes (i.e., “specific trail running sessions”, “complementary trail running sessions”. “training plans” and “specific questions about races” grouped into two second-order themes (i.e., “training session contents” and “structure and schedule”. The second dimension was health and had seven first-order themes (i.e., “tendinitis”, “muscle issues”, “foot issues”, “sprains and fractures”, “pain”, “physiology” and “substances and practitioners” grouped into two second-order themes (i.e., “pain and injury” and “prevention”. The results indicate that the issues that trail runners discuss on forums are significant and that the successions of questions and solutions are a fruitful means for building, enriching and adjusting their activity as they cope with constraints. As a practical consequence, suggestions for improving such online platforms are made.

  20. Understanding Trail Runners' Activity on Online Community Forums: An Inductive Analysis of Discussion Topics.

    Science.gov (United States)

    Rochat, Nadège; Hauw, Denis; Gür, Gaëlle; Seifert, Ludovic

    2018-03-01

    Recreational trail runners often participate in online community forums where they can freely read posted messages, join discussions and/or introduce new discussion topics. This tool can enhance learning as runners connect with other trail runners and reflect on how they can better organize their own practice. Studying forum activity would provide greater insight into the relationship between field practice and dedicated forums. The aim of this study was therefore to detect the topics discussed online by trail runners in order to understand how they collectively look for solutions that help them adapt to issues that emerge during actual practice. The discussion topics (n = 171) on the forum hosted by the Raidlight brand were examined using inductive content analysis, which distinguished two general dimensions. The first dimension was training and had four first-order themes (i.e., "specific trail running sessions", "complementary trail running sessions". "training plans" and "specific questions about races") grouped into two second-order themes (i.e., "training session contents" and "structure and schedule"). The second dimension was health and had seven first-order themes (i.e., "tendinitis", "muscle issues", "foot issues", "sprains and fractures", "pain", "physiology" and "substances and practitioners") grouped into two second-order themes (i.e., "pain and injury" and "prevention"). The results indicate that the issues that trail runners discuss on forums are significant and that the successions of questions and solutions are a fruitful means for building, enriching and adjusting their activity as they cope with constraints. As a practical consequence, suggestions for improving such online platforms are made.

  1. Determinants of College Students' Use of Online Collaborative Help-Seeking Tools

    Science.gov (United States)

    Ding, Lu; Er, Erkan

    2018-01-01

    Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self-efficacy) may influence students' intention to use them. This study aims to identify the…

  2. Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

    Science.gov (United States)

    Lewis, Shelia; Ewing, Christopher

    2016-01-01

    Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

  3. Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

    Science.gov (United States)

    Ransdell, Marlo Evelyn

    2009-01-01

    This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

  4. From Confrontation to Understanding: In/exclusion of Alternative Voices in Online Discussion

    Directory of Open Access Journals (Sweden)

    Tamara Witschge

    2011-05-01

    Full Text Available This article examines the potential and limitations of the internet’s use for democratic debate. Academic literature on the potential uses of the internet to enhance democratic discussion in Western democracies almost always falls exclusively on one side of the optimist/pessimist divide. This article responds to the need for more situated knowledge, using an in-depth critical discourse analysis of the public debate on immigration in the Netherlands. The Dutch public debate on immigration and integration has been dominated in the past decade by a sense of deep ideological differences. The analysis conducted in this article reveals the power relations between the dominant and alternative discourses on immigration. It shows the ways in which online alternative voices deemed too radical by the mainstream public are excluded from participation in the public debate. The paper furthermore addresses the potential for understanding and for meaningful interaction across difference and illustrates the role of alternative styles of communication in online discussions. As such it contributes to our understanding of cross-cultural communication as well as that of online interaction. The study, though limited to case studies in the Netherlands, addresses a question relevant beyond the specific case and national context examined: how to establish meaningful interaction in light of difference?

  5. Social Media Use and Online Political Participation Among College Students During the US Election 2012

    Directory of Open Access Journals (Sweden)

    Hongwei “Chris” Yang

    2016-01-01

    Full Text Available A total of 4,556 US college students were surveyed immediately after Election 2012 to investigate what social media–related psychological and behavioral factors predicted their online political participation. Structural equation modeling and hierarchical multiple regression results showed that online social capital, political self-efficacy, and Facebook group participation were positive predictors of online political participation, while social trust did not directly influence online political participation. General political use of Facebook and Twitter was a positive predictor of online political participation; however, extensive Facebook and Twitter use was a negative predictor. Implications for research and political practice are discussed.

  6. Distance Adult Students’ Self-Management Strategies of Online Learning Discussion

    Directory of Open Access Journals (Sweden)

    Nur Shaminah binti Mustafa Kamalu

    2013-12-01

    Full Text Available With distance learning getting more attention, the need for self-management strategies of learning becomes more prevalent since online learning is independent of time and place. This study was conducted to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and their level of self-management strategies with regard to age and gender. A quantitative method survey research design was used to carry out the research which used questionnaire as the instrument for data collecting process. Participants involved were a group of first semester distance online learning students who were full time primary school teachers. They had registered for Technology Instruction course. Findings revealed that the level of self-management strategies of learning among these adult learners was moderate. In terms of the difference in selfmanagement strategies of learning between gender and among different categories of age, the results revealed there were no significant differences. Relationship between each component of self-management and computer skill revealed that the highest correlation was between computer skill and evaluation.

  7. A qualitative analysis of an interactive online discussion by health professions educators on education research.

    Science.gov (United States)

    Damodar, Komaladevi S; Lingaraj, Jayalakshmi; Kumar, Latha R; Chacko, Thomas V

    2012-01-01

    In view of increasing demand for reforms in medical education in India, it is important to generate evidence through education research to increase the relevance and improve the quality of medical education. Education research is still at a nascent stage in India for a number of reasons. This study elicited health professions educators' views about the dearth of education research in Southeast Asia and what is needed to improve it. Qualitative content analysis of an interactive, online discussion on 'education research' between PSG-FAIMER Regional Institute fellows and faculty was carried out. Forty-four health professionals exchanged approximately 492 email messages during the discussion. One main concern expressed within the group was that the medical curriculum was not in tune with the health care needs of the society and reforms in the curriculum should be based on research. Most fellows felt that their work in education research was not appreciated in their schools. Participants felt that education research was done for altruistic reasons and only by self-motivated faculty. Participants also said that regulatory bodies were not concerned about the quality of education and its related research. Measures that could improve education research also emerged during the discussions. Interactive online discussions elicited important issues about education research in India. Participants noted that there is no recognition or rewards to encourage faculty to conduct education research. They also said that there is need to educate faculty about changes elsewhere in medical education and to make them more aware of education research generally.

  8. The messages presented in online electronic cigarette promotions and discussions: a scoping review protocol.

    Science.gov (United States)

    McCausland, Kahlia; Maycock, Bruce; Jancey, Jonine

    2017-11-08

    Electronic cigarettes have become increasingly popular over the last 10 years. These devices represent a new paradigm for tobacco control offering smokers an opportunity to inhale nicotine without inhaling tobacco smoke. To date there are no definite conclusions regarding the safety and long-term health effects of electronic cigarettes; however, there is evidence that they are being marketed online as a healthier alternative to traditional cigarettes. This scoping review aims to identify and describe the breadth of messages (eg, health, smoking-cessation and price related claims) presented in online electronic cigarette promotions and discussions. A scoping review will be undertaken adhering to the methodology outlined in The Joanna Briggs Institute Manual for Scoping Reviews. Six key electronic databases will be searched to identify eligible studies. Studies must be published in English between 2007 and 2017, examine and/or analyse content captured from online electronic cigarette promotions or discussions and report results for electronic cigarettes separately to other forms of tobacco delivery. Studies will be screened initially by title and abstract, followed by full-text review. Results of the search strategy will be reported in a PRISMA flow diagram and presented in tabular form with accompanying narrative summary. The methodology consists of reviewing and collecting data from publicly available studies, and therefore does not require ethics approval. Results will be published in a peer reviewed journal and be presented at national/international conferences. Additionally, findings will be disseminated via social media and online platforms. Advocacy will be key to informing policy makers of regulatory and health issues that need to be addressed. The review was registered prospectively with The Joanna Briggs Institute Systematic Reviews database. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights

  9. Proper Support Improves Online Student Success

    Directory of Open Access Journals (Sweden)

    Julia Sweitzer

    2005-10-01

    Full Text Available To ensure success of students enrolled in distance learning courses factors such as training for instructors, allocation of resources, administrative support, perceived relevance of content to the student's career or personal interests, degree of student support, amount and nature of feedback and amount of time/effort required as well as establishment of learning communities are critical. Unfortunately, these services are not always in place when colleges first begin to venture into distance education. In addition, faculty members are often reluctant to develop courses in the absence of sufficient support from administrators and technical staff, not only for themselves, but their students as well. This article will discuss these issues and why they are important for student success.

  10. Use of online interactive tools in an open distance learning context: Health studies students' perspective*

    Directory of Open Access Journals (Sweden)

    Kefiloe A. Maboe

    2017-10-01

    Full Text Available Background: Open distance learning (ODL institutions provide educational challenges with specific reference to the training of nurses. They have adopted online technologies to facilitate teaching and learning. However it is observed that most nurses do not use or minimally use tools such as a discussion forum for online interaction to facilitate teaching and learning. Objective: The purpose of this study was to determine how the discussion forum as an online interactive tool be used in an ODL institution to enhance student-to-student and student-to-lecturer online interactions. Design: Quantitative and descriptive in nature. Method: No sampling was done. An online questionnaire was sent to all 410 second and third years Health Services Management students around the world registered with a specific ODL institution during the second semester. Eighty seven students responded to the questionnaire. Data analysis was done quantitatively and descriptively in the form of diagrams. Results: The findings indicated that 84.9% of students own computers, and 100% own cellular phones, but only 3.8% participated in online discussion forum. Some students indicated that they were technologically challenged. Some lecturers interact minimally online and are not supportive to them. The institution does not give them the support they need to acquire the necessary skills to utilise these technologies. Conclusion: The article suggests that lecturers, active interaction in an online discussion forum as a way of supporting students, are fundamental to effective teaching and learning.The university should consider providing intensive mentoring to students to enable them to utilise the available technologies optimally.

  11. ATTITUDE TOWARDS ONLINE RETAILING SERVICES: A COMPARISON OF STUDENT AND NON-STUDENT SAMPLES

    OpenAIRE

    Siohong Tih; Sean Ennis; June M. L. Poon

    2008-01-01

    This study examined the adequacy of using undergraduate student samples in research on online consumer attitudes by comparing the attitudes of students (n = 161) towards online retailing services with the attitudes of non-students (n = 252) towards such services. A structured questionnaire administered online was used to gather data on perceptions, satisfaction, and behavioral intentions with regard to online retailing services. The t-test results showed that, in general, students' attitude t...

  12. Causes and Effects of Online Video Game Playing Among Junior-Senior High School Students in Malang East Java

    OpenAIRE

    Eskasasnanda, I Dewa Putu

    2017-01-01

    Science and technology development causes a lot of changes in any fields including the form of popular games among the Junior and Senior High School students in Indonesia. The traditional games that are famous formerly have been replaced by the modern games like online video game. This article discusses the cause and effect of the online video game playing on the Junior and Senior High Schools students in Malang. This study reveal that students play video games online due to peers pressure; a...

  13. Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning

    Science.gov (United States)

    Watson, John; Gemin, Butch

    2008-01-01

    Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to…

  14. Addressing the challenges of diagnostics demand and supply: insights from an online global health discussion platform.

    Science.gov (United States)

    Engel, Nora; Wachter, Keri; Pai, Madhukar; Gallarda, Jim; Boehme, Catharina; Celentano, Isabelle; Weintraub, Rebecca

    2016-01-01

    Several barriers challenge development, adoption and scale-up of diagnostics in low and middle income countries. An innovative global health discussion platform allows capturing insights from the global health community on factors driving demand and supply for diagnostics. We conducted a qualitative content analysis of the online discussion 'Advancing Care Delivery: Driving Demand and Supply of Diagnostics' organised by the Global Health Delivery Project (GHD) (http://www.ghdonline.org/) at Harvard University. The discussion, driven by 12 expert panellists, explored what must be done to develop delivery systems, business models, new technologies, interoperability standards, and governance mechanisms to ensure that patients receive the right diagnostic at the right time. The GHD Online (GHDonline) platform reaches over 19 000 members from 185 countries. Participants (N=99) in the diagnostics discussion included academics, non-governmental organisations, manufacturers, policymakers, and physicians. Data was coded and overarching categories analysed using qualitative data analysis software. Participants considered technical characteristics of diagnostics as smaller barriers to effective use of diagnostics compared with operational and health system challenges, such as logistics, poor fit with user needs, cost, workforce, infrastructure, access, weak regulation and political commitment. Suggested solutions included: health system strengthening with patient-centred delivery; strengthened innovation processes; improved knowledge base; harmonised guidelines and evaluation; supply chain innovations; and mechanisms for ensuring quality and capacity. Engaging and connecting different actors involved with diagnostic development and use is paramount for improving diagnostics. While the discussion participants were not representative of all actors involved, the platform enabled a discussion between globally acknowledged experts and physicians working in different countries.

  15. A Peek into the Life of Online Learning Discussion Forums: Implications for Web-Based Distance Learning

    Science.gov (United States)

    Allan, Mary

    2004-01-01

    Supporting quality learning in online discussion forums is an intricate task, particularly for e-tutors aspiring to facilitate vigorous interactive learning environments. I argue that the key to successful online discussion forums is the ability of e-tutors to provide learners with feedback well informed in the meaning making and knowledge…

  16. Emotions, Public Opinion, and U.S. Presidential Approval Rates: A 5-Year Analysis of Online Political Discussions

    Science.gov (United States)

    Gonzalez-Bailon, Sandra; Banchs, Rafael E.; Kaltenbrunner, Andreas

    2012-01-01

    This article examines how emotional reactions to political events shape public opinion. We analyze political discussions in which people voluntarily engage online to approximate the public agenda: Online discussions offer a natural approach to the salience of political issues and the means to analyze emotional reactions as political events take…

  17. Online research article discussion board to increase knowledge translation during emergency medicine residency.

    Science.gov (United States)

    Stoneking, Lisa R; Grall, Kristi H; Min, Alice A; Panchal, Ashish R

    2013-01-01

    Many clinicians have difficulties reading current best practice journal articles on a regular basis. Discussion boards are one method of online asynchronous learning that facilitates active learning and participation. We hypothesized that an online repository of best practice articles with a discussion board would increase journal article reading by emergency medicine residents. PARTICIPANTS ANSWERED THREE QUESTIONS WEEKLY ON A DISCUSSION BOARD: What question does this study address? What does this study add to our knowledge? How might this change clinical practice? A survey regarding perceived barriers to participating was then distributed. Most participants completed an article summary once or twice in total (23/32, 71.9%). Only three were involved most weeks (3/32, 9.4%) whereas 5/32 (15.6%) participated monthly. The most common barriers were lack of time (20/32, 62.5%), difficulty logging on (7/32, 21.9%), and forgetting (6/32, 18.8%). Although subjects were provided weekly with an article link, email, and feedback, journal article reading frequency did not increase.

  18. Silencing dissent in an online discussion forum of a higher education institution

    Directory of Open Access Journals (Sweden)

    Louise Postma

    2013-12-01

    Full Text Available In an online forum at a higher education institution in South Africa, interventions from management in order to moderate discussions, result in antagonism and the smothering of dissident discourse. Critical poststructuralist theory, the model of communicative democratic discourse as held by Iris Marion Young, and the tenets of ideal speech as held by Jürgen Habermas, inform the study while it investigates how the internal and external moderation of the forum limit and terminate essential discourse which could be instrumental in the critical construction of meaning and the exercise of freedom of speech. The methodology of grounded theory and the approach of critical discourse analysis direct the exploration of interview transcripts and forum text. In the analysis of characteristics displayed in discursive moderating strategies, the researchers are enabled to propose a form of emancipatory moderation within the discourse which could result in better understanding among opposing parties. The hegemonous and distant character as seen in the discourse concerning current moderation is subversed to allow participatory and equal moderation for the establishment of an enabling, accepting and diverse online environment. Keywords: moderation of online forum; higher education institution; freedom of speech; censorship; democratic discourse

  19. Emotion Management in Online Groupwork Reported by Chinese Students

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2014-01-01

    Emotion and emotion regulation are increasingly viewed as critical issues in online learning environments. Online collaborative environments in particular create novel challenges for emotion regulation. Few studies, however, have focused on a range of factors that may influence students' efforts to manage their emotion in online collaborative…

  20. Impeding Students' Efforts to Cheat in Online Classes

    Science.gov (United States)

    Hearn Moore, Paula; Head, J. Derrick; Griffin, Richard B.

    2017-01-01

    This paper identifies several methods a student could use to cheat while enrolled in an online course. Problems encountered in conducting an online course and in administering an online exam involve: (1) identifying the test taker, (2) preventing the theft of the exam, (3) combating the unauthorized use of textbooks and/or notes, (4) preparing an…

  1. Potential Students' Perceptions on Online Learning as Innovation ...

    African Journals Online (AJOL)

    The study was conducted in consideration of increasing African education institutions' interest to offer online learning. The interest has been triggered by the great opportunities available with online education provision and contemporary global trends in such provision. An understanding of potential online students' ...

  2. "I Totally Agree with You": Gender Interactions in Educational Online Discussion Groups

    Science.gov (United States)

    Guiller, J.; Durndell, A.

    2006-01-01

    This paper discusses findings from an extensive project examining gender, language and computer-mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for…

  3. Strategic Embodiment in Virtual Spaces: Exploring an On-Line Discussion about Sexualities Equality in Schools

    Science.gov (United States)

    Depalma, Renee; Atkinson, Elizabeth

    2007-01-01

    This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents,…

  4. A dawning demand for a new cannabis policy: A study of Swedish online drug discussions.

    Science.gov (United States)

    Månsson, Josefin

    2014-07-01

    This study examines how online discussions on drug policy are formulating an oppositional cannabis discourse in an otherwise prohibitionist country like Sweden. The focus of the paper is to identify demands for an alternative cannabis policy as well as analysing how these demands are linked to governance. The empirical material is 56 discussion-threads from the online message-board Flashback Forum that were active during the first eight months of 2012. Discourse theory was used to locate the discourse, and governmentality theory was used to locate the political belonging of the discourse. On Flashback Forum demands for a new cannabis policy are articulated in opposition to Swedish prohibitionist discourse. The oppositional discourse is constructed around the nodal points cannabis, harm, state and freedom that fill legalisation/decriminalisation/liberalisation with meaning. The nodal points are surrounded by policy demands that get their meaning through the particular nodal. These demands originate from neo-liberal and welfarist political rationalities. Neo-liberal and welfarist demands are mixed, and participants are simultaneously asking for state and individual approaches to handle the cannabis issue. Swedish online discourse on cannabis widens the scope beyond the confines of drug policy to broader demands such as social justice, individual choice and increased welfare. These demands are not essentially linked together and many are politically contradictory. This is also significant for the discourse; it is not hegemonised by a political ideology. The discourse is negotiated between the neo-liberal version of an alternative policy demanding individual freedom, and the welfarist version demanding social responsibility. This implies the influence of the heritage from the social-democratic discourse, centred on state responsibility, which have been dominating Swedish politics in modern times. Consequently, this study refutes that the demand for a new cannabis

  5. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    OpenAIRE

    Biel, Rachel; Brame, Cynthia J.

    2016-01-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

  6. Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

    Science.gov (United States)

    Montgomery, M.

    2016-01-01

    Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

  7. Exploring the Role of `Gendered' Discourse Styles in Online Science Discussions

    Science.gov (United States)

    Sullivan, Florence R.; Kapur, Manu; Madden, Sandra; Shipe, Stefanie

    2015-02-01

    In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically 'feminine' discourse style and female use of the stereotypically 'masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.

  8. The Impact of Online Lecture Recordings on Student Performance

    Science.gov (United States)

    Williams, Andrew; Birch, Elisa; Hancock, Phil

    2012-01-01

    The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a "Microeconomics Principles" class to examine the relative effects of lecture attendance and online lecture recordings. The main finding…

  9. Learning or Lurking?: Tracking the "Invisible" Online Student.

    Science.gov (United States)

    Beaudoin, Michael F.

    2002-01-01

    This case study of inactive, or invisible, students enrolled in an online graduate course identifies how much time is spent in course-related activity, what the reasons are for students' invisibility, and if their preferred learning styles influence online behavior. Preliminary analysis of grades indicate that grades are better for high-visibility…

  10. students' appraisal of online interactions with lecturers using facebook

    African Journals Online (AJOL)

    2017-12-01

    Dec 1, 2017 ... available educational resources online that gives students' access to ... their lecturers profile or that they were rarely present online for those who ... Students and teachers are bound to communicate .... using Facebook especially on issues not related ...... usage of Facebook in the higher education context.

  11. Online Student Orientation in Higher Education: A Developmental Study

    Science.gov (United States)

    Cho, Moon-Heum

    2012-01-01

    Although orientation for online students is important to their success, little information about how to develop an online student orientation (OSO) has appeared in the literature; therefore, the purpose of this article was to describe the entire process of developing an OSO. This article describes the analysis, design, development, and evaluation…

  12. Research on Model of Student Engagement in Online Learning

    Science.gov (United States)

    Peng, Wang

    2017-01-01

    In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…

  13. Adult Student Expectations and Experiences in an Online Learning Environment

    Science.gov (United States)

    Bourdeaux, Renee; Schoenack, Lindsie

    2016-01-01

    This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic…

  14. Business Student Attitudes, Experience, and Satisfaction with Online Courses

    Science.gov (United States)

    Kuzma, Ann; Kuzma, John; Thiewes, Harold

    2015-01-01

    The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

  15. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  16. Does Digital Scholarship through Online Lectures Affect Student Learning?

    Science.gov (United States)

    Kinash, Shelley; Knight, Diana; McLean, Matthew

    2015-01-01

    University lectures are increasingly recorded or reproduced and made available to students online. This paper aggregates and critically reviews the associated literature, thematically organised in response to four questions. In response to the first question--does student attendance decrease when online content is made available--research…

  17. Students Matter: Quality Measurements in Online Courses

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2016-01-01

    Quality Matters (QM) is a peer review process designed to certify the quality of online courses and online components. It has generated widespread interest and received national recognition for its peer-based approach to quality assurance and continuous improvement in online education. While the entire QM online course design process is…

  18. The Importance of Interaction for Academic Success in Online Courses with Hearing, Deaf, and Hard-of-Hearing Students

    Directory of Open Access Journals (Sweden)

    Gary Long

    2011-10-01

    Full Text Available This paper reports the findings of three studies within a program of research designed to better understand the factors contributing to the academic achievement of students in online courses and the contributions of interaction to online learning. The first study compared the academic achievement of students in the online and face-to-face (F2F sections of multiple courses. In the second study, an online survey was used to obtain student perceptions of course satisfaction, learning, and communication. These factors were then related, using binary logistic regression analysis, to the amount of interaction that occurred in the students’ respective online courses; information from the myCourses course management system was used to quantify the amount of interaction that occurred in online courses. In the final study, both datasets were used to examine the academic achievement of students in online courses based upon the amount of interaction that had actually occurred. Whenever possible, a subgroup of deaf and hard-of-hearing students was included in the study to increase our understanding of the role that communication plays in the teaching-learning process. Our findings indicate that students enrolled in online courses, especially those designed with high levels of online interaction, receive higher grades and report greater learning than students in comparable F2F courses. In addition, online courses appear to provide deaf and hard-of-hearing students with special benefits in terms of academic achievement through online discussion. Overall, the studies illuminate how the quantity of interaction in online discussions relates to important success factors. Students in online courses with more interaction outperformed students in online courses with less interaction.

  19. Determining the Drivers of Student Performance in Online Business Courses

    Science.gov (United States)

    Estelami, Hooman

    2014-01-01

    An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online…

  20. Observation of Online Communities: A Discussion of Online and Offline Observer Roles in Studying Development, Cooperation and Coordination in an Open Source Software Environment

    Directory of Open Access Journals (Sweden)

    Sladjana V. Nørskov

    2011-09-01

    Full Text Available This paper addresses the application of observation to online settings with a special focus on observer roles. It draws on a study of online observation of a virtual community, i.e. an open source software (OSS community. The paper examines general and specific advantages and disadvantages of the observer roles in online settings by relating these roles to the same roles assumed in offline settings. The study suggests that under the right circumstances online and offline observation may benefit from being combined as they complement each other well. Quality issues and factors important to elicit trustworthy observational data from online study settings, such as OSS communities, are discussed. A proposition is made concerning how threats to credibility and transferability in relation to online observation (i.e. lack of richness and detail, risk of misunderstandings can be diminished, while maintaining the level of dependability (which is potentially high due to a greater degree of anonymity and "isolation" in online settings. The paper thus suggests that the less participative the researcher's online observer role is, the more s/he should consider introducing offline data collection techniques rather than adopting a more participative role in the observed online setting. This methodological discussion forms the basis for making a well-considered choice of online observer role rather than passively sliding into a role assigned by the setting. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs110358

  1. Learning through Discussions

    Science.gov (United States)

    Ellis, Robert A.; Calvo, Rafael; Levy, David; Tan, Kelvin

    2004-01-01

    Students studying a third-year e-commerce subject experienced face-to-face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students'…

  2. The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

    Science.gov (United States)

    Duncan, Keith; Kenworthy, Amy; McNamara, Ray

    2012-01-01

    This article examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board) at an Australian university. The "quality" and "quantity" of students' participation is used to predict their final examination and…

  3. Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment

    Science.gov (United States)

    Bledsoe, T. Scott; Harmeyer, Dave; Wu, Shuang Frances

    2014-01-01

    The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on…

  4. An instance of secularization? The Finnish online discussion of the issue of same-sex marriages

    Directory of Open Access Journals (Sweden)

    Jenni Hokka

    2013-01-01

    Full Text Available In October 2010 one of Finland’s four national TV channels aired a panel discussion dealing with gay and lesbian rights in society. Among the debaters were members of parliament from various parties, well-known actors and other public figures, as well as a priest, a bishop and other religious spokespeople. Afterwards, a great number of people publicly expressed their views on same-sex marriages. The ways the Lutheran Church treated the same-sex couples, as well as the reasons and outcomes of a vast number of resignations from the Church were discussed, particularly in the online discussion forums. The public discussion spread rapidly, especially through the social media. Resignations from the Church are often perceived as a clear sign of the decline of religious beliefs and practices, which is an integral aspect of the secularization process. But lately the whole notion of a secularization of society has been questioned and a growing number of researchers have stated that the concepts of resacralization, desecularization, or a resurgence of religion would actually better describe the current situation than the theory of secularization. The aim of this article is to examine whether the concept of secularization still has some explanatory power at least in the Nordic countries. Another aim is to contemplate what kind of knowledge this special case has to offer when rethinking secularization.

  5. Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion?

    Science.gov (United States)

    Hoover, Carrie Ann; Dinndorf-Hogenson, Georgia Ann; Peterson, Jennifer Lee; Tollefson, Bethany Renae; Berndt, Jodi Lisbeth; Laudenbach, Nikki

    2018-03-01

    Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies. This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities. Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence. Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material. [J Nurs Educ. 2018;57(3):163-165.]. Copyright 2018, SLACK Incorporated.

  6. The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes

    Science.gov (United States)

    Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji

    2017-01-01

    The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…

  7. Using Social Media to Expand Peer-to-Peer Discussion in an Online Course about Regional Climate Modeling

    Science.gov (United States)

    Yarker, M. B.; Mesquita, M. D. S.

    2015-12-01

    The goal of this project is to make knowledge about regional climate modeling accessible to anyone in any location, regardless of their resources. We accomplish this through the development of a free online course, which introduces novice model users to an educational version of the Weather Research and Forecasting model (e-WRF). These courses are grounded in education theory and have been described in detail at prior AGU meetings (Kelsey et al. 2014, Walton et al. 2014, Yarker & Mesquita 2013). Research indicates that effective dialogue is an important component for successful learning to occur and displays the following elements: asking complex questions, deep discussion, and use of evidence to construct arguments (Benus et al. 2013). These can happen between the student and tutor, but peer-to-peer interaction is especially important as well as the most difficult aspect of social constructivism to meet, especially in an online setting. In our online courses, standard course forums were underutilized and generally only used to ask the tutor clarifying questions or troubleshoot error messages. To rectify this problem, we began using social media to facilitate conversation and notice vast improvement in peer-to-peer communication. Moreover, we created a community of over 700 regional climate modelers from around the world, sharing information, asking questions, and creating research projects relating to climate change. Data was gathered by qualitatively analyzing forum and Facebook posts and quantitatively analyzing survey data from participants in both courses. Facebook participants posted on the group more often about a wider variety of topics than the forum participants. Additionally, there were statistically significant increase ('student' t test and Mann-Whitney test) in the elements of effective dialogue. We conclude that social media can serve as a possible tool in the development of online learning, especially for difficult concepts like regional climate

  8. Preparing for Distance Learning: Designing An Online Student Orientation Course

    Directory of Open Access Journals (Sweden)

    Diane D. Chapman

    2004-01-01

    Full Text Available This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.

  9. Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning.

    Science.gov (United States)

    Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H

    2016-09-01

    The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  10. Student Enrollment Patterns and Achievement in Ohio's Online Charter Schools

    Science.gov (United States)

    Ahn, June; McEachin, Andrew

    2017-01-01

    We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K-12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time. First, we explore e-school enrollment patterns and how these patterns vary by student subgroups and geography.…

  11. Effects of an Online Rational Emotive Curriculum on Primary School Students' Tendencies for Online and Real-World Aggression

    Science.gov (United States)

    Liu, Eric Zhi-Feng; Ho, H. C.; Song, Y. J.

    2011-01-01

    This study investigated the relationship between online and real-world aggressive behavior among primary school students as well as the effects of an online rational emotive curriculum on reducing the tendency of students to display aggression online and in the real-world. We developed an online information literacy course integrated with rational…

  12. A framework for identifying and promoting metacognitive knowledge and control in online discussants

    Directory of Open Access Journals (Sweden)

    Elizabeth Murphy

    2009-03-01

    Full Text Available The effectiveness of computer-based learning environments depends on learners’ deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992 that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners’ participation in online discussions or by designers setting up metacognitive experiences for learners. Résumé : L’efficacité des environnements d’apprentissage assistés par ordinateur repose sur l’utilisation de processus de métacognition et d’autorégulation par les apprenants. L’analyse de messages transmis dans un contexte de communication assistée par ordinateur peut constituer une source d’information sur l’activité métacognitive. Cependant, les modèles et cadres existants (p. ex. Henri, 1992 qui permettent la reconnaissance et l’évaluation de la métacognition ont été décrits comme subjectifs, dépourvus de critères clairs et peu fiables dans des contextes de notation. Cet article décrit un cadre qui pourrait être utilisé par les chercheurs qui analysent les transcriptions de discussions à la recherche de preuves d’engagement métacognitif, par les instructeurs qui procèdent à l’évaluation de la participation des apprenants à des discussions en ligne ou par les concepteurs qui élaborent des expériences métacognitives pour les apprenants.

  13. Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

    Science.gov (United States)

    Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

    2012-01-01

    Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

  14. Online Learning for Master Students and Their Organisation of Employment in Proactive Review

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Lundh Snis, Ulrika

    2016-01-01

    This paper analyses an online community of master’s students taking a course in ICT and organisational learning. One assignment for the students was to initiate and facilitate an educational design for organisational learning called Proactive Review in the organisations where they were employed....... The study explores the interplay between the students’ learning activities at work and in their master study. By using an online discussion forum on Google groups, they reflected on their experimentation with Proactive Review in their professional organisation in order to learn from the experience and find...... solutions to the problems they identified. Our research question is: How do students learn from experience in two contexts, namely as master students and professionals at work? We used netnography to select qualitative postings from the online community. Our contribution to research shows how students...

  15. Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

    Science.gov (United States)

    Ciampa, Katia

    2012-01-01

    This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

  16. Supporting Students' Learning: The Use of Formative Online Assessments

    Science.gov (United States)

    Einig, Sandra

    2013-01-01

    This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the…

  17. Online Professional Skills Workshops: Perspectives from Distance Education Graduate Students

    Science.gov (United States)

    Gauvreau, Sarah; Hurst, Deborah; Cleveland-Innes, Martha; Hawranik, Pamela

    2016-01-01

    While many online graduate students are gaining academic and scholarly knowledge, the opportunities for students to develop and hone professional skills essential for the workplace are lacking. Given the virtual environment of distance learning, graduate students are often expected to glean professional skills such as analytical thinking,…

  18. Online Discussion on #KidneyStones: A Longitudinal Assessment of Activity, Users and Content.

    Science.gov (United States)

    Salem, Johannes; Borgmann, Hendrik; Bultitude, Matthew; Fritsche, Hans-Martin; Haferkamp, Axel; Heidenreich, Axel; Miernik, Arkadiusz; Neisius, Andreas; Knoll, Thomas; Thomas, Christian; Tsaur, Igor

    2016-01-01

    Twitter is a popular microblogging platform for the rapid dissemination of information and reciprocal exchange in the urological field. We aimed to assess the activity, users and content of the online discussion, #KidneyStones, on Twitter. We investigated the Symplur Signals analytics tool for Twitter data distributed via the #KidneyStones hashtag over a one year period. Activity analysis reflected overall activity and tweet enhancements. We assessed users' geolocations and performed an influencer analysis. Content analysis included the most frequently used words, tweet sentiment and shares for top tweets. 3,426 users generated over 10,333 tweets, which were frequently accompanied by links (49%), mentions (30%) and photos (13%). Users came from 106 countries across the globe and were most frequently from North America (63%) and Europe (16%). Individual and organisational healthcare professionals made up 56% of the influencers of the Twitter discussion on #KidneyStones. Besides the words 'kidney' (used 4,045 times) and 'stones' (3,335), 'pain' (1,233), 'urine' (1,158), and 'risk' (1,023) were the most frequently used words. 56% of tweets had a positive sentiment. The median (range) number of shares was 85 (62-587) for the top 10 links, 45.5 (17-94) for the top 10 photos, and 44 (22-95) for the top 10 retweets. The rapidly growing Twitter discussion on #KidneyStones engaged multiple stakeholders in the healthcare sector on a global scale and reached both professionals and laypeople. When used effectively and responsibly, the Twitter platform could improve prevention and medical care of kidney stone patients.

  19. Online Discussion on #KidneyStones: A Longitudinal Assessment of Activity, Users and Content.

    Directory of Open Access Journals (Sweden)

    Johannes Salem

    Full Text Available Twitter is a popular microblogging platform for the rapid dissemination of information and reciprocal exchange in the urological field. We aimed to assess the activity, users and content of the online discussion, #KidneyStones, on Twitter.We investigated the Symplur Signals analytics tool for Twitter data distributed via the #KidneyStones hashtag over a one year period. Activity analysis reflected overall activity and tweet enhancements. We assessed users' geolocations and performed an influencer analysis. Content analysis included the most frequently used words, tweet sentiment and shares for top tweets.3,426 users generated over 10,333 tweets, which were frequently accompanied by links (49%, mentions (30% and photos (13%. Users came from 106 countries across the globe and were most frequently from North America (63% and Europe (16%. Individual and organisational healthcare professionals made up 56% of the influencers of the Twitter discussion on #KidneyStones. Besides the words 'kidney' (used 4,045 times and 'stones' (3,335, 'pain' (1,233, 'urine' (1,158, and 'risk' (1,023 were the most frequently used words. 56% of tweets had a positive sentiment. The median (range number of shares was 85 (62-587 for the top 10 links, 45.5 (17-94 for the top 10 photos, and 44 (22-95 for the top 10 retweets.The rapidly growing Twitter discussion on #KidneyStones engaged multiple stakeholders in the healthcare sector on a global scale and reached both professionals and laypeople. When used effectively and responsibly, the Twitter platform could improve prevention and medical care of kidney stone patients.

  20. Is It Safe to Vape? Analyzing Online Forums Discussing E-Cigarette Use during Pregnancy.

    Science.gov (United States)

    Wigginton, Britta; Gartner, Coral; Rowlands, Ingrid J

    Electronic cigarette (e-cigarette) use, or vaping, is increasing against a backdrop of declining smoking rates. E-cigarettes contain fewer toxicants than cigarettes, but their appearance and mode of use has the potential to satisfy the habitual aspects of smoking. To date, we know little about lay perceptions of the safety of using e-cigarettes in pregnancy. We conducted a thematic discourse analysis of 13 online discussion forum threads that discussed e-cigarette use during pregnancy. We focused on the major discursive strategies that forum posters used to debate the safety of e-cigarette use during pregnancy. We identified three distinct ways in which forum posters debated the safety of using e-cigarettes during pregnancy: 1) quitting (nicotine) cold turkey is unsafe, 2) vaping is the lesser of two evils, and 3) vaping is not worth the risk. Discussions about the safety of e-cigarettes drew on the premise that 1) immediate cessation of nicotine was potentially harmful and unsafe, 2) e-cigarettes were a harm reduction tool, or 3) vaping could be dangerous and should be avoided. Although these arguments are not necessarily specific to pregnancy (beside mentions of fetal-specific risks), this analysis points to the need to educate and support women about harm reduction options. Health professionals should be aware that some women may be currently using or considering using e-cigarettes in an effort to quit or reduce smoking. It is important that health professionals are equipped to educate women with accurate, up-to-date, and balanced information about the risks and benefits of e-cigarette use during pregnancy. Copyright © 2016 Jacobs Institute of Women's Health. Published by Elsevier Inc. All rights reserved.

  1. Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study

    Directory of Open Access Journals (Sweden)

    Steven J Greenland

    2014-02-01

    Full Text Available Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students’ enrolment and attrition.This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a Marketing Major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored.The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance datareporting capabilities, which in turn would benefit student management and retention.http://dx.doi.org/10.5944/openpraxis.6.1.95

  2. A General Chemistry Laboratory Course Designed for Student Discussion

    Science.gov (United States)

    Obenland, Carrie A.; Kincaid, Kristi; Hutchinson, John S.

    2014-01-01

    We report a study of the general chemistry laboratory course at one university over four years. We found that when taught as a traditional laboratory course, lab experiences do not encourage students to deepen their understanding of chemical concepts. Although the lab instructor emphasized that the lab experiences were designed to enhance…

  3. How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

    Science.gov (United States)

    Tsai, Chia-Wen

    2013-01-01

    In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

  4. Cohesion in Online Student Teams versus Traditional Teams

    Science.gov (United States)

    Hansen, David E.

    2016-01-01

    Researchers have found that the electronic methods in use for online team communication today increase communication quality in project-based work situations. Because communication quality is known to influence group cohesion, the present research examined whether online student project teams are more cohesive than traditional teams. We tested…

  5. Social Support for Online Learning: Perspectives of Nursing Students

    Science.gov (United States)

    Munich, Kim

    2014-01-01

    The purpose of this study was to identify supports beyond the educator that contributed to undergraduate and graduate nursing students' ability and motivation to learn online. Case study methodology similar to Stake (2000) was bounded or contained by undergraduate and graduate online courses. Twenty-nine undergraduate and graduate nursing…

  6. Attitude of students towards online shopping of agricultural products ...

    African Journals Online (AJOL)

    The study examined the attitude of students towards online shopping in selected tertiary institutions in Ogun state. One hundred and thirty-five respondents were sampled using multistage and simple random sampling procedures. Variables measured included their attitude towards online shopping, the factors that affect ...

  7. Life Online: Resources for Students with an Intellectual Disability.

    Science.gov (United States)

    Weeks, Kerri

    2001-01-01

    Two Australian agencies planned, developed, piloted, and evaluated an online resource for teaching independent living skills to adult students with a mild intellectual disability using technology and the Internet. The resource, called Life Online, is a package of support resource materials tested in regional classrooms in Victoria, Australia.…

  8. How Do Freshman Engineering Students Reflect an Online Calculus Course?

    Science.gov (United States)

    Boz, Burcak; Adnan, Muge

    2017-01-01

    Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

  9. Online and Offline Gaming Social Preferences of Students

    Science.gov (United States)

    Shaffer, Jeannette R.

    2012-01-01

    The objective of this study was to examine the relationship between the self-reported demographic characteristics of high school students that play games online and their social preferences when playing offline and online. Adolescents are using communication tools while playing games to meet new people, learn new strategies, and maintain…

  10. Increasing Student Interaction in Technical Writing Courses in Online Environments

    Science.gov (United States)

    Virtue, Drew

    2017-01-01

    This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of…

  11. Student Perceptions of a Successful Online Collaborative Learning Community

    Science.gov (United States)

    Waugh, Michael L.; Su, Jian

    2016-01-01

    This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…

  12. EFL Students' "Yahoo!" Online Bilingual Dictionary Use Behavior

    Science.gov (United States)

    Tseng, Fan-ping

    2009-01-01

    This study examined 38 EFL senior high school students' "Yahoo!" online dictionary look-up behavior. In a language laboratory, the participants read an article on a reading sheet, underlined any words they did not know, looked up their unknown words in "Yahoo!" online bilingual dictionary, and wrote down the definitions of…

  13. Student Migration to Online Education: An Economic Model

    Science.gov (United States)

    Eisenhauer, Joseph G.

    2013-01-01

    The popularity of distance education has increasingly led universities to consider expanding their online offerings. Remarkably few financial models have been presented for online courses, however, and fewer still have investigated the economic consequences of the migration, or cross-over, of students from traditional classes within the…

  14. Do Students Experience "Social Intelligence," Laughter, and Other Emotions Online?

    Science.gov (United States)

    Meyer, Katrina A.; Jones, Stephanie J.

    2012-01-01

    Are online activities devoid of emotion and social intelligence? Graduate students in online and blended programs at Texas Tech University and the University of Memphis were surveyed about how often they laughed, felt other emotions, and expressed social intelligence. Laughter, chuckling, and smiling occurred "sometimes" as did other…

  15. Hispanic or Latino Student Success in Online Schools

    Science.gov (United States)

    Corry, Michael

    2016-01-01

    The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K-12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods…

  16. Student Perceptions of Cheating in Online Business Courses

    Science.gov (United States)

    Watters, Michael P.; Robertson, Paul J.; Clark, Renae K.

    2011-01-01

    Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of…

  17. Cultural Differences in Online Learning: International Student Perceptions

    Science.gov (United States)

    Liu, Xiaojing; Liu, Shijuan; Lee, Seung-hee; Magjuka, Richard J.

    2010-01-01

    This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including…

  18. Faculty Professional Development and Student Satisfaction in Online Higher Education

    Science.gov (United States)

    Kane, Robert Todd; Shaw, Melanie; Pang, Sangho; Salley, Witt; Snider, J. Blake

    2016-01-01

    With the ever-increasing availability of online education opportunities, understanding the factors that influence online student satisfaction and success is vital to enable administrators to engage and retain this important stakeholder group. The purpose of this ex-post-facto, nonexperimental quantitative study was to investigate the impact of…

  19. Intertextuality and Dialogic Interaction in Students' Online Text Construction

    Science.gov (United States)

    Ronan, Briana

    2015-01-01

    This study examines the online writing practices of adolescent emergent bilinguals through the mediating lenses of dialogic interaction and intertextuality. Using a multimodal discourse analysis approach, the study traces how three students develop online academic texts through intertextual moves that traverse modal boundaries. The analysis…

  20. A Discussion of Professional Identity Development in Nursing Students

    Directory of Open Access Journals (Sweden)

    Cathy Maginnis

    2018-04-01

    Full Text Available Becoming a nurse requires development of professional capabilities, specifically socialisation into the profession and developing a professional identity (PI. A search of the literature highlights a lack of empirical research in PI development during pre-registration nursing education. A range of factors will be explored that relate to PI, including identity, professional socialisation, a sense of belonging to the profession and clinical placement. Exploring the development of a PI in nursing students can assist with identifying drivers and inhibitors. The aim of this paper is to describe PI development in pre-registration nursing students’ education and the relationship between development of a PI and the tertiary provided education. There are a multitude of factors that impact on developing a PI such as identity, professional socialisation, belonging, clinical placements and educators. Nursing students predominantly develop a nursing PI in the pre-registration program with professional socialisation through exposure to academia, clinical practice and role models. The onus of responsibility for developing a PI in nursing students is attributed to educational institutions. An expected outcome of the pre-registration program is that nursing students will have formed a PI. A greater depth of understanding PI is important in supporting the education of the nurses of the future. There may not be one simple explanation for what PI is, or how it is developed, but a greater depth of understanding of PI by both the tertiary sector and the nursing profession is important in supporting the education of the nurses of the future. Further research will enable a dialogue describing the development of a PI in nursing students and an understanding of the attributes and conceptions attributed to a nursing PI.

  1. Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

    Science.gov (United States)

    Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

    2018-03-01

    An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  2. Effects of Online Interaction and Instructor Presence on Students' Satisfaction and Success with Online Undergraduate Public Relations Courses

    Science.gov (United States)

    Moore, Jensen

    2014-01-01

    This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor-student interaction, student-student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the…

  3. Health-related quality of life among online university students.

    Science.gov (United States)

    Maynard, Pamela L; Rohrer, James E; Fulton, Lawrence

    2015-01-01

    Online university students are a growing population whose health has received minimal attention. The purpose of this cross-sectional Internet survey was to identify risk factors for the health status among online university students. This online survey collected data from 301 online university students through a large, US-based participant pool and LinkedIn. Health status was measured using 3 elements of health-related quality of life (HRQOL): self-rated overall health (SRH), unhealthy days, and recent activity limitation days. All 3 measures were dichotomized. The odds of poor SRH were higher for people who reported a body mass index in the overweight and obese categories (odds ratio [OR] = 2.99, P students who are low income, in disadvantaged racial groups, who are overweight, smoke, and who do not exercise. © The Author(s) 2014.

  4. Metacognitive Online Reading Strategies Applied by EFL Students

    OpenAIRE

    İnceçay, Görsev

    2013-01-01

    ABSTRACTThe purpose of the present study is twofold. It investigated both what metacognitive online reading strategies the Turkish EFL students report using for academic purposes; and how they use the reported strategies in actual reading tasks. Data came from Online Survey of Reading Strategies (Anderson, 2003), think-aloud protocols and post-reading interview. Results of this study revealed that the students who participated in this study reported a wide range of metacognitive strategies wh...

  5. Strategies parents use to give children oral medicine: a qualitative study of online discussion forums.

    Science.gov (United States)

    Bergene, Elin Høien; Rø, Torstein Baade; Steinsbekk, Aslak

    2017-06-01

    The aim of this study was to describe strategies parents use to give oral medicine to children. We conducted an Internet-based qualitative study of posts from online forums where parents discussed how to give children oral medicine. The posts were analyzed using systematic text condensation. The investigators coded and developed groups iteratively, ending up with a consensus on final themes. We included 4581 posts. Parents utilized three main strategies to give oral medicine to children: (1) Open administration give medicine to the child knowingly by changing the palatability, actively involve the child in play or use persuasion; (2) Hidden administration give medicine to the child unknowingly by camouflaging it in food, while sleeping or distracted by another activity; (3) Forced administration force children to take medicine with the use of restraint. Parents expressed three perspectives towards using force: Finding it unproblematic, using force despite not liking it or refusing to use force. No single strategy was described as the obvious first choice, and the strategies were not used in any particular order. Parents who gave up getting their child to ingest the medicine reported to contact the prescriber for a different medication, or stopped the treatment completely. The three strategies are a robust and precise way to categorize techniques used by parents to give children oral medicine. We suggest that health professionals use the strategies to talk to parents and children about administration of oral medicines.

  6. Racionalidade online: provimento de razões em discussões virtuais

    Directory of Open Access Journals (Sweden)

    Ricardo Fabrino Mendonça

    Full Text Available Resumo Este artigo se propõe a discutir a ideia de racionalidade que está no coração das abordagens deliberacionistas de democracia. Essa discussão embasa a realização de um estudo empírico focado em um banco de dados com 2.375 comentários sobre direitos LGBT em quatro arenas online: Youtube, Facebook, comentários de notícias e Votenaweb. O objetivo é discutir os principais fatores a influenciar no incremento do provimento de razões por postagens nessas arenas. Na análise, testamos cinco hipóteses: (H1 A chance de postagens apresentarem justificativas depende da plataforma em que se encontram essas postagens; (H2 A chance de postagens apresentarem justificativas é maior em debates em que há equilíbrio entre as posições defendidas; (H3 A chance de postagens apresentarem justificativas tende a ser maior quando há mais reciprocidade; (H4 A chance de postagens apresentarem justificativas é menor se o nível de desrespeito é maior; e (H5 A chance de postagens apresentarem justificativas é menor em mensagens enviadas por anônimos. Os resultados indicam que, entre as variáveis testadas, a "plataforma" e a "presença de respeito" são as mais importantes para induzir o provimento de justificativas.

  7. As Long as You Are Here, Can I Interest in You Some Science? Increasing Student Engagement by Co-Opting a Social Networking Site, Facebook for Science Discussions

    Science.gov (United States)

    Pai, Aditi; Cole, Megan; Kovacs, Jennifer; Lee, Mark; Stovall, Kyndra; McGinnis, Gene

    2017-01-01

    We adopted Facebook as part of a large enrollment science discussion class in a bid to exploit students' time on this social networking site and tested the effectiveness of this "co-option" strategy of creating education-related activity on Facebook for our students. We used a "Facebook Group" to create an online avenue for…

  8. Unlearning the Past: New Foundations for Online Student Retention

    Directory of Open Access Journals (Sweden)

    Roy Sutton, Ph.D

    2014-07-01

    Full Text Available Many factors affect students selecting a university to attend and almost as many factors that can present challenges once they enroll and begin attending classes. Once they start taking courses, the next challenge is completing them, and this can be particularly taxing for online students. In the case of online universities, quality assessment criteria of the online courses and faculty may vary. Thus, it is important not only to get feedback from students, but also to look at course completion rates. The purpose of this paper is to share lessons learned regarding factors that significantly increased student online course completion rates at one online for-profit university. This study looked at a researcher's search for strategic factors that considerably increase course completion rates and identified assessment strategies to improve those course completion rates. The researcher’s collaboration with researchers from another university led to findings that revealed best practices and assessments factors successfully applied in online courses. Administrative changes at the researcher’s university led to retention efforts that have positively affected student retention. One major factor observed by the researcher included analytical writing assessments and their predictive value for doctoral student retention. Results of the implementation of the changes at the researcher’s university included a 39% increase in retention of first year doctoral candidates, from a low of 39% in 2011 to 75% in 2012.

  9. Critical Discussions on the Massive Open Online Course (MOOC) in India and China

    Science.gov (United States)

    Trehan, Sangeeta; Sanzgiri, Janesh; Li, Chenxi; Wang, Rongsheng; Joshi, Rakesh Mohan

    2017-01-01

    Massive Open Online Courses (MOOCs) have been a relatively recent entrant in the field of online learning, yet with their "massiveness" and "openness" were posited to have the potential to transform learning and development in developing countries by providing willing learners with ready access to knowledge and Higher Education…

  10. Student Equity: Discouraging Cheating in Online Courses

    Science.gov (United States)

    Michael, Timothy B.; Williams, Melissa A.

    2013-01-01

    As online programs at conventional universities continue to expand, administrators and faculty face new challenges. Academic dishonesty is nothing new, but an online testing environment requires different strategies and tactics from what we have had to consider in the past. Our university has recently adapted successful face-to-face programs in…

  11. A Discussion Project on High School Adolescents' Perceptions of the Relationship between Students and Teachers

    Science.gov (United States)

    Fisher, Ronald J.

    1976-01-01

    Describes a small group discussion project involving students and teachers in two large white suburban high schools. The project's intention was to focus discussion on the social quality of the relationship between students and teachers, and to assess the impact of the discussions on student perceptions. (Author/RK)

  12. Opinions of students from a Brazilian medical school regarding online professionalism.

    Science.gov (United States)

    Rocha, Paulo Novis; de Castro, Naara Alethéa Azael

    2014-05-01

    Unprofessional online behavior by medical students or physicians may damage individual careers, and the reputation of institutions and the medical profession. What is considered unprofessional online behavior, however, is not clearly defined and may vary in different cultures. To determine the frequency with which students from a Brazilian Medical School come across ten given examples of unprofessional online behavior by medical students or physicians, and gather the opinions of participants regarding the appropriateness of these behaviors. A cross-sectional survey of 350 students from the Medical School of Bahia, Brazil. Only those who had a profile in social media were included in the final analyses. 336/350 (96.0%) medical students kept a profile in social media. Only 13.5% reported having discussions about online professionalism during ethics classes. They reported witnessing the investigated examples of unprofessional online behavior with varying frequencies, ranging from 13.7% for "violation of patient's privacy" to 85.4% for "photos depicting consumption of alcoholic beverages". Most participants felt neutral about posting "pictures in bathing suits", whereas the vast majority rated "violation of patient's privacy" as totally inappropriate. When presented with a case vignette illustrating violation of patients' privacy (publication of pictures of hospitalized children or neonates in social media), however, most participants felt neutral about it. Participants considered all investigated examples of unprofessional online behavior more inappropriate if carried out by doctors rather than by students. Medical students are witnessing a high frequency of unprofessional online behavior by their peers and physicians. Most investigated behaviors were considered inappropriate, especially if carried out by physicians. Participants were not able to recognize the publication of pictures of hospitalized children or neonates in social media as cases of violation of

  13. ?I Use Weed for My ADHD?: A Qualitative Analysis of Online Forum Discussions on Cannabis Use and ADHD

    OpenAIRE

    Mitchell, John T.; Sweitzer, Maggie M.; Tunno, Angela M.; Kollins, Scott H.; McClernon, F. Joseph

    2016-01-01

    Background Attention-deficit/hyperactivity disorder (ADHD) is a risk factor for problematic cannabis use. However, clinical and anecdotal evidence suggest an increasingly popular perception that cannabis is therapeutic for ADHD, including via online resources. Given that the Internet is increasingly utilized as a source of healthcare information and may influence perceptions, we conducted a qualitative analysis of online forum discussions, also referred to as threads, on the effects of cannab...

  14. Effective Instructor Feedback: Perceptions of Online Graduate Students

    Directory of Open Access Journals (Sweden)

    Beverley Getzlaf

    2009-07-01

    Full Text Available This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?” and the process of effective instructor feedback (“how should effective feedback be provided?”. The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.

  15. Student Perceptions of an Online Medical Dosimetry Program

    International Nuclear Information System (INIS)

    Lenards, Nishele

    2011-01-01

    The University of Wisconsin-La Crosse offers the first online medical dosimetry program in the nation. There is no data to research a program of this type. This research consisted of the evaluation of other distance education programs including health profession programs in addition to face-to-face medical dosimetry programs. There was a need to collect and analyze student perceptions of online learning in medical dosimetry. This research provided a guide for future implementation by other programs as well as validated the University of Wisconsin-La Crosse program. Methodology used consisted of an electronic survey sent to all previous and currently enrolled students in the University of Wisconsin-La Crosse medical dosimetry program. The survey was both quantitative and qualitative in demonstrating attitudinal perceptions of students in the program. Quantitative data was collected and analyzed using a 5-point Likert scale. Qualitative data was gathered based on the open-ended responses and the identifying themes from the responses. The results demonstrated an overall satisfaction with this program, the instructor, and the online courses. Students felt a sense of belonging to the courses and the program. Considering that a majority of the students had never taken an online course previously, the students felt there were no technology issues. Future research should include an evaluation of board exam statistics for students enrolled in the online and face-to-face medical dosimetry programs.

  16. Preferred Methods of Learning for Nursing Students in an On-Line Degree Program.

    Science.gov (United States)

    Hampton, Debra; Pearce, Patricia F; Moser, Debra K

    Investigators have demonstrated that on-line courses result in effective learning outcomes, but limited information has been published related to preferred teaching strategies. Delivery of on-line courses requires various teaching methods to facilitate interaction between students, content, and technology. The purposes of this study were to understand student teaching/learning preferences in on-line courses to include (a) differences in preferred teaching/learning methods for on-line nursing students across generations and (b) which teaching strategies students found to be most engaging and effective. Participants were recruited from 2 accredited, private school nursing programs (N=944) that admit students from across the United States and deliver courses on-line. Participants provided implied consent, and 217 (23%) students completed the on-line survey. Thirty-two percent of the students were from the Baby Boomer generation (1946-1964), 48% from Generation X (1965-1980), and 20% from the Millennial Generation (born after 1980). The preferred teaching/learning methods for students were videos or narrated PowerPoint presentations, followed by synchronous Adobe Connect educations sessions, assigned journal article reading, and e-mail dialog with the instructor. The top 2 methods identified by participants as the most energizing/engaging and most effective for learning were videos or narrated PowerPoint presentations and case studies. The teaching/learning method least preferred by participants and that was the least energizing/engaging was group collaborative projects with other students; the method that was the least effective for learning was wikis. Baby Boomers and Generation X participants had a significantly greater preference for discussion board (PBaby Boomer and Generation X students and rated on-line games as significantly more energizing/engaging and more effective for learning (PBaby Boomer and Generation X students. In conclusion, the results of this

  17. A Predictive Study of Student Satisfaction in Online Education Programs

    Directory of Open Access Journals (Sweden)

    Yu-Chun Kuo

    2013-03-01

    Full Text Available This paper is intended to investigate the degree to which interaction and other predictors contribute to student satisfaction in online learning settings. This was a preliminary study towards a dissertation work which involved the establishment of interaction and satisfaction scales through a content validity survey. Regression analysis was performed to determine the contribution of predictor variables to student satisfaction. The effects of student background variables on predictors were explored. The results showed that learner-instructor interaction, learner-content interaction, and Internet self-efficacy were good predictors of student satisfaction while interactions among students and self-regulated learning did not contribute to student satisfaction. Learner-content interaction explained the largest unique variance in student satisfaction. Additionally, gender, class level, and time spent online per week seemed to have influence on learner-learner interaction, Internet self-efficacy, and self-regulation.

  18. Patient-provider discussion of online health information: results from the 2007 Health Information National Trends Survey (HINTS).

    Science.gov (United States)

    Chung, Jae Eun

    2013-01-01

    Increasing numbers of people have turned to the Internet for health information. Little has been done beyond speculation to empirically investigate patients' discussion of online health information with health care professionals (HCPs) and patients' perception of HCPs' reactions to such discussion. The author analyzed data from the 2007 Health Information National Trends Survey (HINTS) to identify the characteristics of patients (a) who search for health information on the Internet, (b) who discuss the information found on the Internet with HCPs, and (c) who positively assess HCPs' reaction to the online information. Findings show that men were more likely than were women to have a conversation on online information with HCPs. It is unfortunate that patients who had trouble understanding or trusting online health information were no more likely to ask questions to or seek guidance from HCPs. Reactions of HCPs to online information were perceived as particularly negative by certain groups of patients, such as those who experienced poor health and those who had more concerns about the quality of their searched information. Results are discussed for their implications for patient empowerment and patient-HCP relationships.

  19. A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors

    Science.gov (United States)

    Jeong, Allan; Li, Haiying; Pan, Andy Jiaren

    2017-01-01

    Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student's grammar and spelling errors affect how other students respond to the student's postings in four online debates hosted in asynchronous threaded discussions. Message-response…

  20. Online Video Modules for Improvement in Student Learning

    Science.gov (United States)

    Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

    2016-01-01

    The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

  1. Translating Information Literacy: Online Library Support for ESL Students

    Science.gov (United States)

    Lombard, Emmett

    2016-01-01

    This article describes information literacy struggles of ESL college students within the context of four information literacy components: Identify, Locate, Evaluate, Use. Experiences from an online freshman composition course are used to illustrate these struggles, along with techniques academic librarians use to help ESL students from a distance.

  2. Graduate Student Library Research Skills: Is Online Instruction Effective?

    Science.gov (United States)

    Shaffer, Barbara A.

    2011-01-01

    Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

  3. Student Satisfaction with Online Learning: Is It a Psychological Contract?

    Science.gov (United States)

    Dziuban, Charles; Moskal, Patsy; Thompson, Jessica; Kramer, Lauren; DeCantis, Genevieve; Hermsdorfer, Andrea

    2015-01-01

    The authors explore the possible relationship between student satisfaction with online learning and the theory of psychological contracts. The study incorporates latent trait models using the image analysis procedure and computation of Anderson and Rubin factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied with…

  4. Designing a Predictive Model of Student Satisfaction in Online Learning

    Science.gov (United States)

    Parahoo, Sanjai K; Santally, Mohammad Issack; Rajabalee, Yousra; Harvey, Heather Lea

    2016-01-01

    Higher education institutions consider student satisfaction to be one of the major elements in determining the quality of their programs. The objective of the study was to develop a model of student satisfaction to identify the influencers that emerged in online higher education settings. The study adopted a mixed method approach to identify…

  5. Using Online Video to Support Student Learning and Engagement

    Science.gov (United States)

    Sherer, Pamela; Shea, Timothy

    2011-01-01

    Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…

  6. Designing Online Instruction for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Simoncelli, Andrew; Hinson, Janice

    2010-01-01

    This research details the methodologies that could be used to better deliver online course content to students with learning disabilities. Research has shown how the design of the course affects the students' attitudes and performance. This article details the methodology and pedagogical side of the delivery including instructional methods that…

  7. Censorship and Student Communication in Online and Offline Settings

    Science.gov (United States)

    Oluwole, Joseph O.; Green, Preston C., III

    2016-01-01

    While freedom of speech is a defining characteristic of the United States, the First Amendment right is often regulated within certain environments. For years, schools have attempted to monitor and regulate student communication both within the educational environment and in student use of social media and other online communication tools.…

  8. Relationships between Minority Students Online Learning Experiences and Academic Performance

    Science.gov (United States)

    Yeboah, Alex Kumi; Smith, Patriann

    2016-01-01

    The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

  9. Online Student Services: Current Practices and Recommendations for Implementation

    Science.gov (United States)

    Bailey, Tabitha L.; Brown, Abbie

    2016-01-01

    Recommendations for planning and development of online student services based on a review of the literature on research conducted in a variety of college settings. Focus topics include the institutional website, help desks and information centers, student orientation, academic support, and library services.

  10. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  11. Online Peer Review: Encouraging Student Response and Development

    Science.gov (United States)

    Lansiquot, Reneta; Rosalia, Christine

    2015-01-01

    This study explored the use of a tailored online peer review program for first-year undergraduate students at an urban college of technology. The program facilitated group peer review in meaningful and technologically elegant ways. Students in a composition class were divided into two groups. One group acted as first reviewers, and the other group…

  12. Finding friends online: online activities by deaf students and their well-being.

    Directory of Open Access Journals (Sweden)

    Helen Blom

    Full Text Available Generally, deaf and hard of hearing (D/HH children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is associated with D/HH friendship qualities, because it removes certain communication barriers D/HH face in offline communication settings. With online questionnaires the relation between computer use and online, mixed (offline friend who you also speak in online settings, and offline friendship quality of D/HH and hearing students (18-25 years was compared in both the Netherlands (n = 100 and the United States (n = 122. In addition, the study examined whether the different friendship qualities were related to the participants' well-being. Results showed that, in general, D/HH students' friendship qualities and levels of well-being were similar to their hearing peers. The quality of the mixed friendships was positively related to well-being. Furthermore, the frequency of pc use with both online and offline friends was positively related to friendships qualities in both hearing and D/HH students. A combination of the online and offline friendship seems to be the most important friendship type for both hearing and D/HH students and it is worthwhile to encourage this friendship type.

  13. Finding friends online: online activities by deaf students and their well-being.

    Science.gov (United States)

    Blom, Helen; Marschark, Marc; Vervloed, Mathijs P J; Knoors, Harry

    2014-01-01

    Generally, deaf and hard of hearing (D/HH) children have fewer friends than hearing peers and their friendships are of a lower quality. The research hypothesis was that using the computer to communicate with new online friends through social network sites or playing games with offline friends is associated with D/HH friendship qualities, because it removes certain communication barriers D/HH face in offline communication settings. With online questionnaires the relation between computer use and online, mixed (offline friend who you also speak in online settings), and offline friendship quality of D/HH and hearing students (18-25 years) was compared in both the Netherlands (n = 100) and the United States (n = 122). In addition, the study examined whether the different friendship qualities were related to the participants' well-being. Results showed that, in general, D/HH students' friendship qualities and levels of well-being were similar to their hearing peers. The quality of the mixed friendships was positively related to well-being. Furthermore, the frequency of pc use with both online and offline friends was positively related to friendships qualities in both hearing and D/HH students. A combination of the online and offline friendship seems to be the most important friendship type for both hearing and D/HH students and it is worthwhile to encourage this friendship type.

  14. The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

    Science.gov (United States)

    Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

    2017-01-01

    This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

  15. Encouraging Development of a Global Mindset among Students in Online International Management Courses

    Science.gov (United States)

    Pathak, Seemantini

    2018-01-01

    This research explores how a multiple intelligences approach can be used to build a global mindset among students in online international management courses. It draws upon research in the areas of global mindset, education, cognition and learning, and neuroscience to discuss how pedagogical tools and strategies relevant to each specific…

  16. Cross-Cultural Differences in Undergraduate Students' Perceptions of Online Barriers

    Science.gov (United States)

    Olesova, Larisa; Yang, Dazhi; Richardson, Jennifer C.

    2011-01-01

    The intent of this study was to learn about students' perceived barriers and the impact of those barriers on the quality of online discussions between two distinct cultural groups in Eastern and Northern Siberia (Russia). A mixed-methods approach utilizing surveys and interviews was used to investigate (1) the types of barriers the students…

  17. Effects of Chronotypes on Students' Choice, Participation, and Performance in Online Learning

    Science.gov (United States)

    Luo, Yi; Pan, Rui; Choi, Jea H.; Strobel, Johannes

    2018-01-01

    Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students' choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study…

  18. An Online Course in Multicultural Materials for LIS Graduate Students at the University of South Florida

    Science.gov (United States)

    Alexander, Linda B.

    2008-01-01

    The author discusses the content included in an online course on "Multicultural Materials for Young Adults and Children." This graduate course (LIS 5937) for Library and information Science students at the University of South Florida, is a very popular offering for those who plan to work with youth in libraries. The class teaches…

  19. The Use of Deep Learning Strategies in Online Business Courses to Impact Student Retention

    Science.gov (United States)

    DeLotell, Pam Jones; Millam, Loretta A.; Reinhardt, Michelle M.

    2010-01-01

    Interest, application and understanding--these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in…

  20. Providing Service Innovations to Students inside and outside of the Online Classroom: Focusing on Student Success

    Science.gov (United States)

    Crawley, Anita; Fetzner, Marie

    2013-01-01

    While institutions recognize the need to provide online student support services, the most effective approaches for developing and delivering these services are not always clear. The need to support students inside and outside the online classroom calls for collaborative efforts from many constituencies.

  1. Students with Reading Disabilities Participating in Literature Discussions: A Case Study

    Science.gov (United States)

    O'Brien, Elysha Patino

    2011-01-01

    This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

  2. Cultural Communication Characteristics and Student Connectedness in an Online Environment: Perceptions and Preferences of Online Graduate Students

    Science.gov (United States)

    Green, Tim; Hoffmann, Malia; Donovan, Loretta; Phuntsog, Nawang

    2017-01-01

    This multi-year exploratory research examined the perceptions of connectedness of students enrolled in an online cohort-based Master's program in educational technology. The research specifically examined the level of connectedness the graduate students from low-context and high-context cultures felt towards their peers, the professors, and the…

  3. Measurement of Online Student Engagement: Utilization of Continuous Online Student Behavior Indicators as Items in a Partial Credit Rasch Model

    Science.gov (United States)

    Anderson, Elizabeth

    2017-01-01

    Student engagement has been shown to be essential to the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. The purpose of this research study was to develop a measure of online student engagement for grades 3 through 8 using a partial credit Rasch model and validate the measure…

  4. From a Distance: Student Empowerment and Constructing Teacher Identities Online

    Directory of Open Access Journals (Sweden)

    Ayshe TALAY-ONGAN

    2004-07-01

    Full Text Available ABSTRACT Online learning has infiltrated tertiary learning and teaching applications and offers enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. While all students benefit from online learning components that are supplemental to more traditional modes of teaching, it is the distance education students who are the most significant beneficiaries of these applications. This paper presents a framework developed towards ongoing dynamic evaluations of undergraduate units that are fully online on the WebCT platform in one of Australia's leading early childhood teacher education programs. It also describes a journey in which online learning and teaching experiences harnessed technology to better suit pedagogically-driven innovations and initiatives through unit content, instructional design and the emotionally supportive and empowering 'community spirit' created through online communications for distance education students. These experiences helped shape a platform of social discourse in constructing complex professional identities of pre-service early childhood teachers, and one of their teachers.

  5. Discussing the risks and benefits of homebirths on online health forums

    DEFF Research Database (Denmark)

    Fage-Butler, Antoinette Mary

    2016-01-01

    are considered valuable informational currency. An aspect raised on online patient forums where knowledge and support are very valuable relates to pregnant women’s decisions regarding the choice of homebirth as opposed to hospital birth, particularly due to women’s concerns that homebirths, while preferable......?” It uses a combination of Foucauldian discourse analysis (Willig 2013) and Luhmannian semantic analysis (Andersen 2003) to explore the discursive construction of the risks and gains of homebirth on two open access online forums. Whilst the findings reflect women’s acknowledgement of ongoing political...

  6. An online app platform enhances collaborative medical student group learning and classroom management.

    Science.gov (United States)

    Peacock, Justin G; Grande, Joseph P

    2016-01-01

    The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

  7. Online Options for Math-Advanced Students

    Science.gov (United States)

    Wessling, Suki

    2012-01-01

    Once upon a time, a student well advanced past grade level in math would have had few choices. Advanced students would invariably outpace the skills of their elementary teachers, and due to age wouldn't have options such as going to the middle school or community college for classes. Soon thereafter, students would enter middle school only to find…

  8. A proficient and versatile online student-teacher collaboration platform for large classroom lectures

    Directory of Open Access Journals (Sweden)

    ABM Tariqul Islam

    2017-11-01

    Full Text Available Abstract The popularity of online collaboration on lecture content has been growing steadily over the last few decades because of its potential to enhance the overall learning experience. We propose a didactical approach of online collaboration where the students and the teachers can collaborate seamlessly on the lecture contents. The approach, which we call Multiscript (MS, offers two methods of online learning on one collaboration platform. In MS, we call one method the outside of class Multiscript (OMS and another, the inside of class Multiscript (IMS. OMS is a form of distance online learning where the students can collaborate on the lecture contents while being outside of class, whereas IMS allows online collaboration among the students and the teacher during the lecture. In OMS, the teacher can share the slides along with audio annotations for each lecture slides and/or a single recorded audio for the whole lecture. The students can access the slides and discuss (via text and audio chat with their fellow classmates about the slides and annotate them, post feedback about the slides and ask questions to the teacher directly via MS. In IMS, the students can create annotations for the slides and post feedback to the teacher about the slides. We design MS in such a way that it can be accessed by using just a web browser on any PC, tablet or mobile device.

  9. Press Start: the value of an online student-led, peer-reviewed game studies journal

    Directory of Open Access Journals (Sweden)

    Matthew Barr

    2017-12-01

    Full Text Available In this article, an online student journal is described, and the ways in which student participants value the journal are discussed. Press Start is a peer-reviewed international journal of game studies, which aims to publish the best student work related to the academic study of video games. Content analysis of qualitative survey data (n = 29 provides insights into what students value about the journal, revealing six broad themes: community and support, inclusiveness and accessibility, the published research, feedback from peer review, experience of conducting peer review and the opportunity to publish. The article concludes by suggesting that engagement with online student journals should not be limited in terms of geography or the level of study, unless there are robust pedagogical reasons for doing so.

  10. Analysis of Discussion Board Interaction in an Online Peer Mentoring Site

    Science.gov (United States)

    Ruane, Regina; Lee, Vera J.

    2016-01-01

    This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the…

  11. Normalizing ideological food choice and eating practices: identity work in online discussions on veganism

    NARCIS (Netherlands)

    Sneijder, P.W.J.; Molder, te H.F.M.

    2009-01-01

    In this paper we use discursive psychology to explore the relation between ideologically based food choice and identity in an online forum on veganism. The discursive psychological perspective underlines the notion of identities being part of social actions performed in talk, and thus designed and

  12. Online Asynchronous Discussions in a Blended English Writing Course in a Japanese University

    Science.gov (United States)

    Miyagi, Harunori

    2012-01-01

    The Ministry of Education, Culture, Sports, Science, and Technology has implemented reforms in Japan to promote language education through technology. Blended language learning is a way to fulfill the mandate set in these reforms. Combining the benefits of online and face-to-face learning leads to increased engagement in the target language.…

  13. The embeddedness of academic online groups in offline social networks : reputation gain as a stimulus for online discussion participation?

    NARCIS (Netherlands)

    Matzat, U.

    2009-01-01

    This article examines the conditions under which members of academic Internet discussion groups (IDGs) are motivated to provide help and answers to colleagues during group discussions on the Internet. It presents a simple microeconomic model that specifies mechanisms by which the embeddedness of

  14. Preparing Students for an Online Accounting Course

    Science.gov (United States)

    Scofield, Barbara W.; Walsh, Robert J.

    2009-01-01

    Accounting education has been under intense examination for at least the past 20 years (American Accounting Association, 1986; Big Eight Accounting Firms, 1989; AECC, 1990). Similarly, the value of an MBA education has been scrutinized (Leonhardt, 2000 and Mintzberg and Lampel, 2001). Over the past 10 years, online education has grown…

  15. Moroccan University Students' Online Reputation Management

    Science.gov (United States)

    Mansouri, Zoulal; Mrabet, Youssef

    2013-01-01

    Online reputation management (ORM), a component of e-marketing, has grown so fast over the past few years and has become increasingly significant to internet users. The permanence of the content generated on the net, mainly on social networks, has become a huge issue to consider. Because they live in this digital age, digital natives have a major…

  16. Supporting student nurses in practice with additional online communication tools.

    Science.gov (United States)

    Morley, Dawn A

    2014-01-01

    Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. Copyright © 2013 Elsevier Ltd. All rights reserved.

  17. Characteristics of online compulsive buying in Parisian students.

    Science.gov (United States)

    Duroy, David; Gorse, Pauline; Lejoyeux, Michel

    2014-12-01

    Online compulsive buying is a little-studied behavioral disorder. To better understand its clinical aspects by focusing on (i) prevalence rate, (ii) correlation with other addictions, (iii) influence of means of access, (iv) motivations to shop to the internet and (v) financial and time-consuming consequences. Cross-sectional study. 200 students in two different centers of Paris Diderot University - Paris VII. Brief self-questionnaires, to screen online compulsive buying, internet addiction, alcohol and tobacco use disorders, to rate frequency of online purchase by private-sale websites, by advertising banners, by mobile phone or to avoid stores, to rate motivations like "more discreet", "lonelier", "larger variety of products", "more immediate positive feelings", and "cheaper" and to assess the largest amount of online purchasing and the average proportion of monthly earnings, and time spent, both day and night. Prevalence of online compulsive buying was 16.0%, while prevalence of internet addiction was 26.0%. We found no significant relationship with cyberdependence, alcohol or tobacco use disorders. Online compulsive buyers accessed more often shopping online by private-sale websites (56.2% vs 30.5%, pmobile phone (22.5% vs 7.9%, p=0.005) and preferred online shopping because of exhaustive offer (p<0.0001) and immediate positive feelings (p<0.0001). Online compulsive buyers spent significantly more money and more time in online shopping. Online compulsive buying seems to be a distinctive behavioral disorder with specific factors of loss of control and motivations, and overall financial and time-consuming impacts. More research is needed to better characterize it. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

    Science.gov (United States)

    Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita

    2014-01-01

    Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux…

  19. The relationship between student engagement with online content and achievement in a blended learning anatomy course.

    Science.gov (United States)

    Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

    2017-12-13

    Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  20. Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

    Science.gov (United States)

    Queiros, Dorothy R.; de Villiers, M. R.

    2016-01-01

    Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their…

  1. Discussing Poverty as a Student Issue: Making a Case for Student Human Services

    Science.gov (United States)

    Cady, Clare

    2012-01-01

    Student poverty is an issue with which far too many students are confronted. Student affairs professionals must increase their awareness of this human dynamic and develop programs, services, and personal knowledge to support students faced with this challenge.

  2. Pharmacy faculty members' perspectives on the student/faculty relationship in online social networks.

    Science.gov (United States)

    Metzger, Anne H; Finley, Kristen N; Ulbrich, Timothy R; McAuley, James W

    2010-12-15

    To describe pharmacy faculty members' use of the online social network Facebook and compare the perspectives of faculty members with and without Facebook profiles regarding student/faculty relationships. An electronic survey instrument was sent to full-time faculty members (n = 183) at 4 colleges of pharmacy in Ohio seeking their opinions on student/faculty relationships on Facebook. If respondents answered "yes" to having a Facebook profile, they were asked 14 questions on aspects of being "friends" with students. If respondents answered "no," they were asked 4 questions. Of the 95 respondents (52%) to the survey instrument, 44 faculty members (46%) had a Facebook profile, while 51 faculty members (54%) did not. Those who had a profile had been faculty members for an average of 8.6 years, versus 11.4 years for those who did not have a Facebook profile. Seventy-nine percent of faculty members who used Facebook were not "friends" with their students. The majority of respondents reported that they would decline/ignore a "friend" request from a student, or decline until after the student graduated. Although a limited number of faculty members had used Facebook for online discussions, teaching purposes, or student organizations, the majority of universities did not have policies on the use of social networking sites. Online social network sites are used widely by students and faculty members, which may raise questions regarding professionalism and appropriate faculty/student relationships. Further research should address the student/preceptor relationship, other online social networking sites, and whether students are interested in using these sites within the classroom and/or professional organizations.

  3. Utilizing LMS tools to help with student assessment in an online course

    Directory of Open Access Journals (Sweden)

    Dudley B. Turner

    2015-07-01

    Full Text Available In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.

  4. Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class

    Directory of Open Access Journals (Sweden)

    Kelly Miller

    2016-12-01

    Full Text Available We discuss student participation in an online social annotation forum over two semesters of a flipped, introductory physics course at Harvard University. We find that students who engage in high-level discussion online, especially by providing answers to their peers’ questions, make more gains in conceptual understanding than students who do not. This is true regardless of students’ physics background. We find that we can steer online interaction towards more productive and engaging discussion by seeding the discussion and managing the size of the sections. Seeded sections produce higher quality annotations and a greater proportion of generative threads than unseeded sections. Larger sections produce longer threads; however, beyond a certain section size, the quality of the discussion decreases.

  5. Evaluation of Small Student-Led Discussion Groups as an Adjunct to a Course in Abnormal Psychology

    Science.gov (United States)

    White, Geoffry D.

    1978-01-01

    Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)

  6. Applying social network analysis to understand the knowledge sharing behaviour of practitioners in a clinical online discussion forum.

    Science.gov (United States)

    Stewart, Samuel Alan; Abidi, Syed Sibte Raza

    2012-12-04

    Knowledge Translation (KT) plays a vital role in the modern health care community, facilitating the incorporation of new evidence into practice. Web 2.0 tools provide a useful mechanism for establishing an online KT environment in which health practitioners share their practice-related knowledge and experiences with an online community of practice. We have implemented a Web 2.0 based KT environment--an online discussion forum--for pediatric pain practitioners across seven different hospitals in Thailand. The online discussion forum enabled the pediatric pain practitioners to share and translate their experiential knowledge to help improve the management of pediatric pain in hospitals. The goal of this research is to investigate the knowledge sharing dynamics of a community of practice through an online discussion forum. We evaluated the communication patterns of the community members using statistical and social network analysis methods in order to better understand how the online community engages to share experiential knowledge. Statistical analyses and visualizations provide a broad overview of the communication patterns within the discussion forum. Social network analysis provides the tools to delve deeper into the social network, identifying the most active members of the community, reporting the overall health of the social network, isolating the potential core members of the social network, and exploring the inter-group relationships that exist across institutions and professions. The statistical analyses revealed a network dominated by a single institution and a single profession, and found a varied relationship between reading and posting content to the discussion forum. The social network analysis discovered a healthy network with strong communication patterns, while identifying which users are at the center of the community in terms of facilitating communication. The group-level analysis suggests that there is strong interprofessional and interregional

  7. Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

    Science.gov (United States)

    Eddy, Sarah L.; Brownell, Sara E.; Thummaphan, Phonraphee; Lan, Ming-Chih; Wenderoth, Mary Pat

    2015-01-01

    In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions. PMID:26628561

  8. An Investigation of Native and Nonnative English Speakers' Levels of Written Syntactic Complexity in Asynchronous Online Discussions

    Science.gov (United States)

    Mancilla, Rae L.; Polat, Nihat; Akcay, Ahmet O.

    2017-01-01

    This manuscript reports on a corpus-based comparison of native and nonnative graduate students' language production in an asynchronous learning environment. Using 486 discussion board postings from a five-year period (2009-2013), we analyzed the extent to which native and nonnative university students' writing differed in 10 measures of syntactic…

  9. Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners

    Science.gov (United States)

    Lowes, Susan; Lin, Peiyi

    2015-01-01

    In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who…

  10. At Home with Students – Observing Online and Offline Contexts

    Directory of Open Access Journals (Sweden)

    Anita Lyngsø

    2015-11-01

    Full Text Available This article reflects the methodological challenges presented in the research process, where the principle of 'following the field’ means that the researcher must also follow students engaged in online activities in their own homes. The ethnographic studies are a part of a PhD project on “NETeducation,” a full-scale development project in nursing education (Lyngsø, 2014. With a focus on online professional education as the starting point, the process of research will follow the shifting learning process, through phases in the virtual classroom and in the students’ own homes.Research in online contexts demands a rethinking of the traditional ethnographic approach (Hammersley, 2006; Hine, 2005, sharpening the focus on the online and offline contexts, and the shifting between them (Webster, da Silva, 2013. The methodological reflections in the first part of this article can relate to this division due to the “netstudents” activities in studying online at home. On the other hand, the dichotomy between online and offline contexts is found to be inadequate, during the observations conducted. In light of some preliminary findings, the challenges of observing online and offline activities almost simultaneously are considered, despite a dearth of literature existing on this subject.

  11. Research Notes ~ The Effect of Self-selection on Student Satisfaction and Performance in Online Classes

    Directory of Open Access Journals (Sweden)

    Pan G. Yatrakis

    2002-10-01

    Full Text Available This paper examines student performance, satisfaction, and retention of information in online classes as a function of student choice as to the format of instruction. Student outcomes are studied for two groups enrolled in online classes: those who were allowed to choose between an online and a ground-based format and who chose the online format voluntarily; and those who were obliged to take classes in the online format without being afforded the opportunity to choose.

  12. Willingness of Graduate Students in Rehabilitation Counseling to Discuss Sexuality with Clients

    Science.gov (United States)

    Juergens, Maria Helena; Smedema, Susan Miller; Berven, Norman L.

    2009-01-01

    The purpose of this study was to obtain a greater understanding of the willingness of graduate students in rehabilitation counseling to discuss sexuality with clients. This was done by testing a model of factors predicted to influence the willingness of rehabilitation counseling master's students to discuss sexuality with clients, using path…

  13. Internet discussion forums as part of a student-centred teaching concept of pharmacology.

    Science.gov (United States)

    Sucha, Michael; Engelhardt, Stefan; Sarikas, Antonio

    2013-01-01

    The world wide web opens up new opportunities to interconnect electronic and classroom teaching and to promote active student participation. In this project article we describe the use of internet discussion forums as part of a student-centred teaching concept of pharmacology and discuss its advantages and disadvantages based on evaluation data and current literature. Final year medical students at the Technische Universität München (Munich, Germany) with the elective pharmacology moderated an internet forum that allowed all students to discuss pharmacology-related questions. Evaluation results of forum participants and elective students demonstrated a learning benefit of internet forums in pharmacology teaching. Internet discussion forums offer an easy-to-implement and effective way to actively engage students and increase the learning benefit of electronic and classroom teaching in pharmacology.

  14. An Assessment of Student Learning in an Online Oceanography Course: Five Years After Implementation

    Science.gov (United States)

    Reed, D. L.

    2002-12-01

    subsequent assessment on achieving each outcome is embedded in the graded assignments, which include a critical thinking essay on declining marine fisheries, one mid-term exam that emphasizes the application of basic math and the methods of scientific discovery in the context of ocean research; poster presentations in a symposium-style format, a course portfolio of web-based work, weekly discussions on an electronic bulletin board and a take-home final consisting of an original research grant proposal. The diverse nature of the graded assignments assures a comprehensive assessment of student learning from a number of perspectives, such as quantitative, qualitative, and analytical. Student learning compares favorably with classroom sections of the course, even though some students lack the discipline for self-paced learning. The distribution of the course grades in the online section typically differs from classroom sections by having higher percentages of both high and low performing students and fewer students clustered about the mean. Students strongly affirm that communication with the instructor in the online course is far greater, and of higher quality, than in classroom sections.

  15. Student Consistency and Implications for Feedback in Online Assessment Systems

    Science.gov (United States)

    Madhyastha, Tara M.; Tanimoto, Steven

    2009-01-01

    Most of the emphasis on mining online assessment logs has been to identify content-specific errors. However, the pattern of general "consistency" is domain independent, strongly related to performance, and can itself be a target of educational data mining. We demonstrate that simple consistency indicators are related to student outcomes,…

  16. Predicting Student Success from the "LASSI for Learning Online" (LLO)

    Science.gov (United States)

    Carson, Andrew D.

    2011-01-01

    This study tested the degree to which subscales of the "LASSI for Learning Online" (LLO) (Weinstein & Palmer, 2006), a measure of learning strategies and study skills, predict student success in the form of passing grades, using a combination of large training (N = 4,409) and cross-validation (N = 3,203) samples. Discriminant function analysis…

  17. Perceived Service Quality and Student Loyalty in an Online University

    Science.gov (United States)

    Martínez-Argüelles, María-Jesús; Batalla-Busquets, Josep-Maria

    2016-01-01

    This paper examines the influence that student perceived quality of service (PSQ) has on continuance intention and willingness to recommend a course in a fully online university. A holistic view of the service provided by the university is taken. It is not only the effect of the teaching which is examined, but also that of the administrative…

  18. Students' Groupwork Management in Online Collaborative Learning Environments

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2015-01-01

    The present study investigates empirical models of groupwork management in online collaborative learning environments, based on the data from 298 students (86 groups) in United States. Data revealed that, at the group level, groupwork management was positively associated with feedback and help seeking. Data further revealed that, at the individual…

  19. Tablets in English Class: Students' Activities Surrounding Online Dictionary Work

    Science.gov (United States)

    Bunting, Leona

    2015-01-01

    Tablets have become increasingly popular among young people in Sweden and this rapid increase also resonates in school, especially in classrooms for younger children. The aim of the present study is to analyze and describe how the students deal with the open instructions for a task of using online dictionaries on tablets. Specific focus is on how…

  20. Student Misbehaviors in Online Classrooms: Scale Development and Validation

    Science.gov (United States)

    Li, Li; Titsworth, Scott

    2015-01-01

    The current program of research included two studies that developed the Student Online Misbehaviors (SOMs) scale and explored relationships between the SOMs and various classroom communication processes and outcomes. The first study inductively developed initial SOM typologies and tested factor structure via an exploratory factor analysis.…

  1. Video and HTML: Testing Online Tutorial Formats with Biology Students

    Science.gov (United States)

    Craig, Cindy L.; Friehs, Curt G.

    2013-01-01

    This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections…

  2. Students' Positive and Negative Experiences in Hybrid and Online Classes

    Science.gov (United States)

    El Mansour, Bassou; Mupinga, Davison M.

    2007-01-01

    As higher education institutions struggle to meet the growing demand for education from non-traditional students, many are turning to hybrid and online courses. These courses, free up classroom space, allow faculty to reach a wider audience using technology; and are therefore cost effective. But, what learning experiences do these courses provide…

  3. Supporting Students' Motivation in College Online Courses

    Science.gov (United States)

    Russell, Jae-eun Lee

    2013-01-01

    Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting,…

  4. WMI2, the Student's On-Line Symbolic Calculator

    Science.gov (United States)

    Kovacs, Zoltan

    2011-01-01

    Student activities focused on discovering mathematics play an important role in the teaching and learning process. WebMathematics Interactive (WMI2) was developed to offer a fast and user-friendly on-line web interface to enhance the quality of both theoretical and applied mathematics courses. For the teacher, in the classroom, it provides…

  5. College Students' Perceived Attributes of Internet Websites and Online Shopping

    Science.gov (United States)

    Seock, Yoo-Kyoung; Norton, Marjorie J. T.

    2008-01-01

    The purpose of this study was to examine perceptions of attributes of clothing retailers' Internet websites in relation to previous and intended future purchase from the websites. Survey data from 414 U.S. college students, non-married and aged 18-22 with online clothing shopping experience and favorite clothing websites were used. Five clothing…

  6. Online Bullying among High-School Students in India

    Science.gov (United States)

    Bhat, Christine Suniti; Ragan, Moira A.; Selvaraj, Priscilla R.; Shultz, Benjamin J.

    2017-01-01

    Six hundred and forty high-school students (Grades 7-12) from a large central government school in South India participated in this exploratory study of online bullying (cyberbullying) in India. Participants responded to the Survey on Social Use of Information and Communications Technology (SSUICT; Bhat and Ragan 2013). Findings indicated that…

  7. The Influence of Typeface on Students' Perceptions of Online Instructors

    Science.gov (United States)

    Louch, Michelle O'Brien; Stork, Elizabeth

    2014-01-01

    At its base, advertising is the process of using visual images and words to attract and convince consumers that a certain product has certain attributes. The same effect exists in electronic communication, strongly so in online courses where most if not all interaction between instructor and student is in writing. Arguably, if consumers make…

  8. At Issue: Online Education and the New Community College Student

    Science.gov (United States)

    Castillo, Marco

    2013-01-01

    Community colleges are facing a demographic shift in their student bodies with significant consequences for how they can utilize instructional innovations such as online education. On the one hand, community colleges are educating an increasing number of adult learners, with a set of psychological, academic, and personal characteristics that make…

  9. Graduate Student Preferences for Practicing Faith in Online Coursework

    Science.gov (United States)

    Yacapsin, M. S.

    2014-01-01

    The purpose of this investigation was to gain a better understanding of the expectations graduate students hold regarding the amount of and types of faith-related activities utilized in online coursework. Two groups of participants surveyed were enrolled at two different, faith-based institutions in Pennsylvania, United States; one a Catholic…

  10. Online Communication Settings and the Qualitative Research Process: Acclimating Students and Novice Researchers.

    Science.gov (United States)

    Gregory, Katherine

    2018-06-01

    In the last 20 years, qualitative research scholars have begun to interrogate methodological and analytic issues concerning online research settings as both data sources and instruments for digital methods. This article examines the adaptation of parts of a qualitative research curriculum for understanding online communication settings. I propose methodological best practices for researchers and educators that I developed while teaching research methods to undergraduate and graduate students across disciplinary departments and discuss obstacles faced during my own research while gathering data from online sources. This article confronts issues concerning the disembodied aspects of applying what in practice should be rooted in a humanistic inquiry. Furthermore, as some approaches to online qualitative research as a digital method grow increasingly problematic with the development of new data mining technologies, I will also briefly touch upon borderline ethical practices involving data-scraping-based qualitative research.

  11. BOOSTING STUDENT LIFE SATISFACTION AND ENGAGEMENT TO IMPROVE ONLINE STUDENT RETENTION

    OpenAIRE

    Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz

    2017-01-01

    In 2015, the Electronics Engineering degree programme at Aarhus University School of Engineering inHerning decided to offer an online learning option concurrently with providing traditional classroominstruction. Following this initiative, the student intake increased significantly, primarily because theprogramme appealed to a completely new target audience. With the online opportunity, it was decidedto implement the ‘flipped classroom’ approach into both online and on-campus teaching, meaning...

  12. Live Lectures or Online Videos: Students' Resource Choices in a First-Year University Mathematics Module

    Science.gov (United States)

    Howard, Emma; Meehan, Maria; Parnell, Andrew

    2018-01-01

    In "Maths for Business", a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the…

  13. The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

    Science.gov (United States)

    Craig-Hare, Jana; Ault, Marilyn; Rowland, Amber

    2017-01-01

    The purpose of this study was to investigate the types of argumentation discourse displayed by students when they engaged in chat as part of an online multiplayer game about both socioscientific and scientific topics. Specifically, this study analyzed discourse episodes created by middle school students as they discussed scientific and…

  14. A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

    Science.gov (United States)

    Jayaron, Jose; Abidin, Mohammed Jafre Zainol

    2016-01-01

    Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the…

  15. Democratic Use of Blogs and Online Discussion Boards in Social Studies Education

    Science.gov (United States)

    Hostetler, Andrew L.

    2012-01-01

    The author experienced the introduction of the Internet as a high school student. Reflecting on that experience, he now realizes that he did not understand the possibilities offered by chat rooms, instant messaging, and other Internet-based communication tools to increase sociopolitical connectedness. As the teacher of an eleventh grade social…

  16. Multimodal Student Interaction Online: An Ecological Perspective

    Science.gov (United States)

    Berglund, Therese Ornberg

    2009-01-01

    This article describes the influence of tool and task design on student interaction in language learning at a distance. Interaction in a multimodal desktop video conferencing environment, FlashMeeting, is analyzed from an ecological perspective with two main foci: participation rates and conversational feedback strategies. The quantitative…

  17. Students versus Plagiarism: How is Online Plagiarism Detection Service Perceived?

    Directory of Open Access Journals (Sweden)

    Muhammad Affan Ramadhana

    2016-08-01

    Full Text Available The development of information and communication technology plays a considerable role for students in writing their theses. The positive side, it will help the students to find countless number of academic sources ranging from journal articles to complete theses written by other scholars. On the other hand, it will also create a chance for the students to commit plagiarism easier. Unoriginal writing and plagiarism in this digital era can be detected in the digital way by using plagiarism detection software. This paper elaborates how students understand the concept of plagiarism, how they avoid plagiarism, and how they perceive online plagiarism detection service. The data was taken from interviews to MA students during their period of thesis writing. This paper concludes several important outlines to be learning guidelines for the students in improving their academic writing.

  18. An online clinical governance learning package for student radiographers

    International Nuclear Information System (INIS)

    Messer, Simon; Griffiths, Marc

    2007-01-01

    Purpose: Clinical governance is a key element of the Government's plan for reform in the National Health Service. As such, it is an essential element for final year undergraduate radiography studies. With Ciris becoming a standard web-based solution for clinical governance within the NHS, a need has been identified for it to be introduced at university to undergraduate radiographers. Methods: A distance learning package for Ciris has therefore been developed that was trialed by third year radiography students whilst on their final clinical placement. The package includes a specifically designed online virtual hospital which the students engaged with interactively using a workbook. The students undertook detailed individual and group exercises aimed at delivering practical experience of the Ciris program and its role in clinical governance. Results: The package was evaluated by the students in terms of their experiential learning and their perceived learning needs for clinical governance. Technical and support issues associated with the delivery of this package online were identified. Conclusion: The combination of a distance online learning environment, supported by a workbook, is an effective method of engaging students and is beneficial in terms of helping achieve learning outcomes in clinical governance for final year radiography studies

  19. Online conversations among Ontario university students: environmental concerns.

    Science.gov (United States)

    Martinello, Novella; Donelle, Lorie

    2012-09-01

    As the 'next generation' guardians of the environment, there appears to be limited inquiry into young Canadians' environmental concerns. At the same time, online social networking is a predominant method of communication among young adults. This research explored online conversations regarding environmental concerns among young Canadian adults targeting the university student population. A qualitative content analysis was conducted using posted conversations from the online social media network Facebook. Conversations addressing environmental issues were summarized into four major themes. The first theme, 'Built Environment' (127 postings) centred on housing and transportation. The second theme, 'Natural Environment' (55 postings) accounted for issues of air quality, pollution and water quality. The third theme, 'Environmental Restoration' (52 postings) highlighted young Canadian adults' plans for environmental recovery. The fourth theme, 'Engagement and Activism' (31 postings) underscored students' use of the online social networking site for environmental advocacy. Young adults appeared to be environmentally conscious and, through the use of social networking, exchanged knowledge and opinions, and advocated for environmental change. Online social networking sites, such as Facebook, can serve as a communication channel that facilitates health information sharing and more importantly cultivates community capacity focused on environmental health promotion among young adult users.

  20. A student's guide to searching the literature using online databases

    Science.gov (United States)

    Miller, Casey W.; Belyea, Dustin; Chabot, Michelle; Messina, Troy

    2012-02-01

    A method is described to empower students to efficiently perform general and specific literature searches using online resources [Miller et al., Am. J. Phys. 77, 1112 (2009)]. The method was tested on multiple groups, including undergraduate and graduate students with varying backgrounds in scientific literature searches. Students involved in this study showed marked improvement in their awareness of how and where to find scientific information. Repeated exposure to literature searching methods appears worthwhile, starting early in the undergraduate career, and even in graduate school orientation.

  1. Learning in an Online Distance Education Course: Experiences of Three International Students

    Directory of Open Access Journals (Sweden)

    Zuochen Zhang

    2010-03-01

    Full Text Available This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1 Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2 Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3 Combine the design principles from both traditional and constructivism theories.

  2. College Students' Choice Modeling of Taking On-Line International Business Courses

    Science.gov (United States)

    Yeh, Robert S.

    2006-01-01

    To understand students' choice behavior of taking on-line international business courses, a survey study is conducted to collect information regarding students' actual choices of taking on-line courses and potential factors that may have impacts on students' choices of online learning. Potential factors such as enrollment status, demographic…

  3. Student Evaluation of Teaching: An Investigation of Nonresponse Bias in an Online Context

    Science.gov (United States)

    Reisenwitz, Timothy H.

    2016-01-01

    The online administration of student evaluations has its shortcomings, including low participation, or low response rates, and bias. This study examines nonresponse bias in online student evaluations of instruction, that is, the differences between those students who complete online evaluations and those who decide not to complete them. It builds…

  4. Fostering High-School Students' Self-Regulated Learning Online and across Academic Domains

    Science.gov (United States)

    Greene, Jeffrey Alan; Bolick, Cheryl Mason; Caprino, A. Michael; Deekens, Victor M.; McVea, Megan; Yu, Seung; Jackson, William P.

    2015-01-01

    The proliferation of online information has not come with a commensurate growth in students' ability to learn from that information. Today's students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able…

  5. Normalizing ideological food choice and eating practices. Identity work in online discussions on veganism.

    Science.gov (United States)

    Sneijder, Petra; Te Molder, Hedwig

    2009-06-01

    In this paper we use discursive psychology to explore the relation between ideologically based food choice and identity in an online forum on veganism. The discursive psychological perspective underlines the notion of identities being part of social actions performed in talk, and thus designed and deployed for different interactional purposes. It is demonstrated that participants draw on specific discursive devices to (1) define vegan meals as ordinary and easy to prepare and (2) construct methods of preventing vitamin deficiency, such as taking supplements, as routine procedures. In 'doing being ordinary', participants systematically resist the notion that being a vegan is complicated--in other words, that it is both difficult to compose a meal and to protect your health. In this way, 'ordinariness' helps to construct and protect veganism as an ideology. We point out similarities and differences with other studies on eating or healthy lifestyles and argue, more broadly, that identities and their category-bound features are part and parcel of participants' highly flexible negotiation package.

  6. Students-Enthusiasts in Online Classes: Their Contribution To the Educational Process

    Directory of Open Access Journals (Sweden)

    Anna Toom

    2015-09-01

    Full Text Available In this work, the phenomenon of student enthusiasm was explored in a population of 47 students of Touro Graduate School of Education who took the author's online psychology course. The purpose of the study was to find how students-enthusiasts differ from classmates in their communication style(s reflected in group discussions on the Discussion Board (DB. The research methodology included graphical and statistical analysis of students’ discussions. It was found that, although the enthusiasts constituted a small part (6% of the investigated population, their contribution to the virtual learning environment was the greatest – they were catalyzers of the educational process. Students-enthusiasts a consolidated their group, transforming it from a disorganized mass without common interests to a team capable of collaboration; b stimulated discussions by helping their classmates to develop "a sense of community"; c unlike others, also competent as learners and computer users, the enthusiasts shared information with their less knowledgeable classmates concerning various aspects of the online study. Students-enthusiasts served as a model and support for their fellow learners and the instructor. The author concludes that such a contribution must be appreciated and maximally used in the virtual classroom (VC with its specifics and communicational limitations.

  7. Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

    NARCIS (Netherlands)

    Noroozi, O.; Busstra, M.C.; Mulder, M.; Biemans, H.J.A.; Tobi, H.; Geelen, A.; Veer, van 't P.; Chizari, M.

    2012-01-01

    This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs.

  8. Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

    Science.gov (United States)

    Beckmann, Jennifer; Weber, Peter

    2015-01-01

    The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

  9. Using online pedagogy to explore student experiences of Science-Technology-Society-Environment (STSE) issues in a secondary science classroom

    Science.gov (United States)

    Ayyavoo, Gabriel Roman

    With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls' school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students' online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework, encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in

  10. A Thematic Analysis of Online Discussion Boards for Brachial Plexus Injury.

    Science.gov (United States)

    Morris, Marie T; Daluiski, Aaron; Dy, Christopher J

    2016-08-01

    Patients with brachial plexus injury (BPI) and their family members contribute to Internet discussion groups dedicated to BPI. We hypothesized that a thematic analysis of posts from BPI Internet discussion groups would reveal common themes related to the BPI patient experience, providing topics for patient education and counseling. Internet discussion boards were identified using the search term "brachial plexus injury support group" in Google, Bing, and Yahoo! search engines. Two discussion boards had substantially more posts than other Web sites and were chosen for analyses. Posts from January 1, 2015, through January 1, 2016, were examined. Using an iterative and established process, 2 investigators (M.T.M. and C.J.D) independently analyzed each post using thematic analysis in 3 steps (open coding, axial coding, and selective coding) to determine common themes. In this process, each post was reviewed 3 times. A total of 328 posts from the 2 leading discussion boards were analyzed. Investigators reached a consensus on themes for all posts. One central theme focused on emotional aspects of BPI. Four other central themes regarding information support were identified: BPI disease, BPI treatment, recovery after BPI treatment, and process of seeking care for BPI. Examination of posts on Internet support groups for BPI revealed recurring concerns, questions, and opinions of patients and their family members. The most common themes related to disease information, treatment, recovery, and the emotional element of BPI. These findings provide a helpful starting point in refining topics for patient education and support that are targeted on patients' interests and concerns. Copyright © 2016 American Society for Surgery of the Hand. Published by Elsevier Inc. All rights reserved.

  11. The Perception Of English Literature Students On 
E-Xamination And Online (Web- Based Learning

    Directory of Open Access Journals (Sweden)

    Onyeka IWUCHUKWU

    2014-01-01

    Full Text Available The purpose of this study is to investigate the perception of students on the implementation of e-examination and their preparedness for facilitation through a web-based learning platform at the National Open University of Nigeria. Information gathered from the year three and year four students who registered for courses in English Literature in the undergraduate English Programme and Law at the Lagos Study Centre of the university was evaluated. This group of students has participated in the e-examination as well as the pen on paper (POP examinations so are in a better position to evaluate the e-examination. The investigation was carried out through interviews, focus discussions and questionnaires and the result indicated that the students’ perceptions of online examination were generally positive and that they were enthusiastic about online facilitation but skeptical about its workability at this stage of our nation’s technological development.

  12. Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar

    Directory of Open Access Journals (Sweden)

    Mary E. Dykes

    2003-06-01

    Full Text Available The experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar are examined in this paper. This paper expands on the findings reported in an earlier article on virtual learning communities founded on social constructivist pedagogy (Schwier & Balbar, 2002. We examine how the instructors constructed and refined structured discussions of content with synchronous and asynchronous communication at the graduate level. The instructors offer several observations and principles that are organized into categories that illustrate the source, message, channel and receiver in the communication system. The critical reflections of the instructors are compared with data from interviews with students about learning experienced in the online discussions (Dykes, 2003. Findings include the realization that instructors may fundamentally misinterpret or overlook important elements of communication, but that students are robust learners who can transcend the limitations of the medium and the instructor if given the authority in a social constructivist learning environment.

  13. "I Use Weed for My ADHD": A Qualitative Analysis of Online Forum Discussions on Cannabis Use and ADHD.

    Directory of Open Access Journals (Sweden)

    John T Mitchell

    Full Text Available Attention-deficit/hyperactivity disorder (ADHD is a risk factor for problematic cannabis use. However, clinical and anecdotal evidence suggest an increasingly popular perception that cannabis is therapeutic for ADHD, including via online resources. Given that the Internet is increasingly utilized as a source of healthcare information and may influence perceptions, we conducted a qualitative analysis of online forum discussions, also referred to as threads, on the effects of cannabis on ADHD to systematically characterize the content patients and caregivers may encounter about ADHD and cannabis.A total of 268 separate forum threads were identified. Twenty percent (20% were randomly selected, which yielded 55 separate forum threads (mean number of individual posts per forum thread = 17.53 scored by three raters (Cohen's kappa = 0.74. A final sample of 401 posts in these forum threads received at least one endorsement on predetermined topics following qualitative coding procedures.Twenty-five (25% percent of individual posts indicated that cannabis is therapeutic for ADHD, as opposed to 8% that it is harmful, 5% that it is both therapeutic and harmful, and 2% that it has no effect on ADHD. This pattern was generally consistent when the year of each post was considered. The greater endorsement of therapeutic versus harmful effects of cannabis did not generalize to mood, other (non-ADHD psychiatric conditions, or overall domains of daily life. Additional themes emerged (e.g., cannabis being considered sanctioned by healthcare providers.Despite that there are no clinical recommendations or systematic research supporting the beneficial effects of cannabis use for ADHD, online discussions indicate that cannabis is considered therapeutic for ADHD-this is the first study to identify such a trend. This type of online information could shape ADHD patient and caregiver perceptions, and influence cannabis use and clinical care.

  14. "I Use Weed for My ADHD": A Qualitative Analysis of Online Forum Discussions on Cannabis Use and ADHD.

    Science.gov (United States)

    Mitchell, John T; Sweitzer, Maggie M; Tunno, Angela M; Kollins, Scott H; McClernon, F Joseph

    2016-01-01

    Attention-deficit/hyperactivity disorder (ADHD) is a risk factor for problematic cannabis use. However, clinical and anecdotal evidence suggest an increasingly popular perception that cannabis is therapeutic for ADHD, including via online resources. Given that the Internet is increasingly utilized as a source of healthcare information and may influence perceptions, we conducted a qualitative analysis of online forum discussions, also referred to as threads, on the effects of cannabis on ADHD to systematically characterize the content patients and caregivers may encounter about ADHD and cannabis. A total of 268 separate forum threads were identified. Twenty percent (20%) were randomly selected, which yielded 55 separate forum threads (mean number of individual posts per forum thread = 17.53) scored by three raters (Cohen's kappa = 0.74). A final sample of 401 posts in these forum threads received at least one endorsement on predetermined topics following qualitative coding procedures. Twenty-five (25%) percent of individual posts indicated that cannabis is therapeutic for ADHD, as opposed to 8% that it is harmful, 5% that it is both therapeutic and harmful, and 2% that it has no effect on ADHD. This pattern was generally consistent when the year of each post was considered. The greater endorsement of therapeutic versus harmful effects of cannabis did not generalize to mood, other (non-ADHD) psychiatric conditions, or overall domains of daily life. Additional themes emerged (e.g., cannabis being considered sanctioned by healthcare providers). Despite that there are no clinical recommendations or systematic research supporting the beneficial effects of cannabis use for ADHD, online discussions indicate that cannabis is considered therapeutic for ADHD-this is the first study to identify such a trend. This type of online information could shape ADHD patient and caregiver perceptions, and influence cannabis use and clinical care.

  15. “I Use Weed for My ADHD”: A Qualitative Analysis of Online Forum Discussions on Cannabis Use and ADHD

    Science.gov (United States)

    Mitchell, John T.; Sweitzer, Maggie M.; Tunno, Angela M.; Kollins, Scott H.; McClernon, F. Joseph

    2016-01-01

    Background Attention-deficit/hyperactivity disorder (ADHD) is a risk factor for problematic cannabis use. However, clinical and anecdotal evidence suggest an increasingly popular perception that cannabis is therapeutic for ADHD, including via online resources. Given that the Internet is increasingly utilized as a source of healthcare information and may influence perceptions, we conducted a qualitative analysis of online forum discussions, also referred to as threads, on the effects of cannabis on ADHD to systematically characterize the content patients and caregivers may encounter about ADHD and cannabis. Methods A total of 268 separate forum threads were identified. Twenty percent (20%) were randomly selected, which yielded 55 separate forum threads (mean number of individual posts per forum thread = 17.53) scored by three raters (Cohen’s kappa = 0.74). A final sample of 401 posts in these forum threads received at least one endorsement on predetermined topics following qualitative coding procedures. Results Twenty-five (25%) percent of individual posts indicated that cannabis is therapeutic for ADHD, as opposed to 8% that it is harmful, 5% that it is both therapeutic and harmful, and 2% that it has no effect on ADHD. This pattern was generally consistent when the year of each post was considered. The greater endorsement of therapeutic versus harmful effects of cannabis did not generalize to mood, other (non-ADHD) psychiatric conditions, or overall domains of daily life. Additional themes emerged (e.g., cannabis being considered sanctioned by healthcare providers). Conclusions Despite that there are no clinical recommendations or systematic research supporting the beneficial effects of cannabis use for ADHD, online discussions indicate that cannabis is considered therapeutic for ADHD—this is the first study to identify such a trend. This type of online information could shape ADHD patient and caregiver perceptions, and influence cannabis use and clinical care

  16. Effects of online games on student performance in undergraduate physics

    Science.gov (United States)

    Sadiq, Irfan

    The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods and tools was appropriate. The research posed the following question: To what extent do online games about kinematics and two-dimensional motion impact student performance in undergraduate general physics as measured by a unit posttest? Two intact classes of 20 students each were randomly assigned to either the experimental group or the control group. Only the experimental group received the treatment of using online games. The duration of topics covered in the game content was identical to the lecture on kinematics and two-dimensional motion. Instructors for the experimental group incorporated online games in their regular classroom teaching, whereas those in the control group continued with their previously used curriculum without games. This study was conducted in three weekly sessions. Although students were not selected using random sampling, existing classes were randomly assigned to either the experimental group or the control group. There were 20 students in the experimental group and 20 students in the control group. The independent samples t test was conducted to compare the means of two independently sampled experimental and control groups. Analysis of covariance (ANCOVA) was used to determine if the two groups were significantly different with regard to their general physics performance on the posttest while controlling for the pretest scores. Analysis of posttest and pretest scores revealed that game-based learning did not significantly impact student performance.

  17. Can I help you? Information sharing in online discussion forums by people living with a long-term condition

    Directory of Open Access Journals (Sweden)

    Carol S Bond

    2016-11-01

    Full Text Available Background Peer-to-peer health care is increasing, especially amongst people living with a long-term condition. How information is shared is, however, sometimes of concern to health care professionals. Objective This study explored what information is being shared on health-related discussion boards and identified the approaches people used to signpost their peers to information. Methods This study was conducted using a qualitative content analysis methodology to explore information shared on discussion boards for people living with diabetes. Whilst there is debate about the best ethical lens to view research carried out on data posted on online discussion boards, the researchers chose to adopt the stance of treating this type of information as “personal health text”, a specific type of research data in its own right. Results Qualitative content analysis and basic descriptive statistics were used to analyse the selected posts. Two major themes were identified: ‘Information Sharing from Experience’ and ‘Signposting Other Sources of Information’. Conclusions People were actively engaging in information sharing in online discussion forums, mainly through direct signposting. The quality of the information shared was important, with reasons for recommendations being given. Much of the information sharing was based on experience, which also brought in information from external sources such as health care professionals and other acknowledged experts in the field. With the rise in peer-to-peer support networks, the nature of health knowledge and expertise needs to be redefined. People online are combining external information with their own personal experiences and sharing that for others to take and develop as they wish.

  18. Crime, Controversy and the Comments Section: Discussing archaeological looting, trafficking, and the illicit antiquities trade online

    Directory of Open Access Journals (Sweden)

    Meg Lambert

    2015-05-01

    Full Text Available In this article we will discuss the challenges involved in presenting the looting of archaeological sites and the illicit trade in cultural property to the interested public. We will contrast our experiences of building two popular illicit antiquities-focused blogs (Things You Can't Take Back and Anonymous Swiss Collector with the process of developing an informative academic website on the same topic (Trafficking Culture. We will discuss our motivations for starting these blogs, our struggles with the tone of the popular discourse on this topic, and our inability to escape our own emotions; why we have moved away from illicit antiquities blogging in the past year and why we are coming back. Finally, having learned from our mistakes, we will make recommendations to others wishing to engage with the public about sensitive issues via social media.

  19. Promoting Pre-Service Elementary Students' Understanding of Chemical Equilibrium through Discussions in Small Groups

    Science.gov (United States)

    Bilgin, Ibrahim

    2006-01-01

    The purpose of this study was to investigate the effectiveness of small group discussion on students' conceptual understanding of chemical equilibrium. Students' understanding of chemical equilibrium concepts was measured using the Misconception Identification Test. The test consisted of 30 items and administered as pre-posttests to a total of 81…

  20. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2013-06-01

    Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

  1. The Usage of an Online Discussion Forum for the Facilitation of Case-Based Learning in an Intermediate Accounting Course: A New Zealand Case

    Science.gov (United States)

    Weil, Sidney; McGuigan, Nicholas; Kern, Thomas

    2011-01-01

    This paper describes the implementation of an online discussion forum as a means of facilitating case-based learning in an intermediate financial accounting course. The paper commences with a review of case-based learning literature and the use of online discussions as a delivery platform, linking these pedagogical approaches to the emerging needs…

  2. FACEBOOK AS AN ACTOR - A CASE OF STUDENTS NEGOTIATING THEIR SOCIAL PRESENCE IN AN ONLINE COURSE

    Directory of Open Access Journals (Sweden)

    Monica Johannesen

    2016-11-01

    Full Text Available This article reports on a study of a higher education online course based on asynchronous communication. The selection of technology for online discussions aimed at creating a sense of togetherness among the teachers and the students. This choice proved to be a source of insights into the differences of agency of a virtual learning environment (VLE compared to social media when it comes to social presence. We discuss the agency of Fronter, our formal VLE, and Facebook, when it comes to their effect on the relevant social networks at hand. Important issues identified are related to the quality and nature of the professional and social relations between teachers and students as well as their technology practices in the online course. The discussions are based on the concepts of immediacy and intimacy, as these issues kept appearing in the interviews with the students. The article suggests that the differences of materiality between VLEs and social media, exemplified here by Fronter and Facebook, matter in several respects: how social relations are established and sustained, the agency of the technology in respect to social presence and control and how the technologies affect the quality of dialogic pedagogy.

  3. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    Science.gov (United States)

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  4. Academic Persistence of Online Students in Higher Education Impacted by Student Progress Factors and Social Media

    Science.gov (United States)

    Lint, Anna H.

    2013-01-01

    This quantitative study evaluated and investigated the theoretical underpinnings of the Kember's (1995) student progress model that examines the direct or indirect effects of student persistence in online education by identifying the relationships between variables. The primary method of data collection in this study was a survey by exploring the…

  5. Retention of community college students in online courses

    Science.gov (United States)

    Krajewski, Sarah

    The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

  6. Online Public Health Education for Low and Middle-Income Countries: Factors Influencing Successful Student Outcomes

    Directory of Open Access Journals (Sweden)

    Keir Elmslie James Philip

    2011-12-01

    Full Text Available Background: Affordable, online public health education could assist health and development in low and middle-income countries. The Peoples-uni (www.Peoples-uni.org aims to provide this through a fully accredited, low cost, online Masters in Public Health. Although literature exists relating to online learners in general, we lack research regarding the characteristics of successful learners in this new student group. This study assessed which readily available information on learners could predict success in course modules. Methods: A descriptive survey method was used to assess correlations between pass rates with students’ personal characteristics (gender, nationality etc and indicators of course engagement (discussion contributions, online profile etc. We sampled all students starting modules between September 2009 and March 2010 (n=218. Results: All indicators of engagement correlated strongly with pass rates, particularly online presence (photo/personal information on profile. Paying for modules correlated with higher pass rates than not. Interestingly, waiving fees correlated with lower pass rates than those who had not paid. Personal characteristics were not related to pass rates. Conclusion: Engagement is important for success, and indicators of which can predict pass rates, the personal characteristics investigated were not related to success. Further research is required to understand the nature of associations this study highlights.

  7. Perceptions of Online Learning in an Australian University: Malaysian Students? Perspectives - Usability of the Online Learning Tools

    OpenAIRE

    Renee Chew Shiun Yee

    2013-01-01

    This study set out to investigate the kinds of learning difficulties encountered by the Malaysian students and how they actually coped with online learning. The modified Online Learning Environment Survey (OLES) instrument was used to collect data from the sample of 40 Malaysian students at a university in Brisbane, Australia. A controlled group of 35 Australian students was also included for comparison purposes. Contrary to assumptions from previous researches, the findings revealed that the...

  8. Cyber-bullying and incivility in an online learning environment, part 2: promoting student success in the virtual classroom.

    Science.gov (United States)

    Clark, Cynthia M; Ahten, Sara; Werth, Loredana

    2012-01-01

    The appeal of online learning has increased dramatically among nurses who are pursuing higher-education opportunities. However, online learning has created potential avenues for uncivil behaviors that can affect student satisfaction, performance, and retention. This is the second of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of an online learning environment (OLE). Part 1, in the July/August 2012 issue, described the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. In this portion of the study, the authors discuss the qualitative findings, including the challenges and advantages of the OLE, specific ways to foster civility, and strategies to promote student success and retention.

  9. FEATURES AND BENEFITS OF FOREIGN STUDENTS ONLINE RECRUITMENT

    Directory of Open Access Journals (Sweden)

    Г А Краснова

    2017-12-01

    Full Text Available In 2017, there have been significant changes in the state educational policy of Russia, whereby the export of education has become an important part of it. Implemented priority project “Development of export potential of Russian system of education” was started. In connection with the tasks special attention should be paid to the recruitment of foreign students, which is a fairly new activity for most national universities. In this modern information and telecommunication technologies have become an increasingly important tool in the recruitment of foreign students. The most popular tools of online recruitment are email, online calculators of training cost, videos, published on the website of the university, virtual exhibition, and virtual tours of the university campus. The article describes in detail the features and benefits of the use of these and other promising technologies of online recruitment that apply to foreign and Russian universities at the present time. It is emphasized that reliance on such technology means pushing the limits of popularity of Russian universities conducive to attracting new students and teachers.

  10. Interview with a Cyber-Student: A Look behind Online Cheating

    Science.gov (United States)

    Davis, Julia

    2014-01-01

    This case study offers insights into the motivation and experiences of a cyber-student, an individual who completes all or portions of an online class for the registered student. The cyber-student shares information on the inner-workings of online companies specializing in matching cyber-students with potential clients. A portrait of both a…

  11. Online cultural competency education for millennial dental students.

    Science.gov (United States)

    Evans, Lorraine; Hanes, Philip J

    2014-06-01

    Teaching cultural competence is now an educational requirement for U.S. dental curricula to meet 2013 accreditation standards. The question now is, given time restrictions, limited resources, and budget constraints faced by the majority of dental schools, how can they provide effective cultural competency education to prepare future dental professionals? An additional concern regarding instruction is the recent focus on techniques to engage Millennial learners since this generation is characterized as technologically savvy with a preference for multimedia and general dislike of traditional lectures. With these issues in mind, Georgia Regents University developed Healthy Perspectives, an online, interactive course in cultural competence designed to engage Millennial students. Both before and after the course, the students were asked to complete a modified version of the Clinical Cultural Competency Questionnaire. Of the eighty-eight students in the course (eighty-one first-year dental students and seven entering radiology students), seventy-one completed the questionnaire both before and after the course, for an 81 percent response rate. Seventy-five students also completed the course evaluation. The pre and post questionnaires showed statistically significant gains for students across the four primary areas of self-awareness, knowledge, attitudes, and skills. Student evaluations of the course were generally positive, particularly regarding content, but somewhat surprisingly their assessment of the interactive components (which were designed to meet generational expectations) was ambivalent.

  12. Students' Learning in Asynchronous Discussion Forums: A Meta-Analysis

    Science.gov (United States)

    Martono, Fkipuntan; Salam, Urai

    2017-01-01

    Asynchronous discussion forums are among the most preferred tools chosen to foster learning opportunities and knowledge construction. To reveal the cognitive engagement evidenced in the transcripts of the discussion forums, this study presents 51 papers. 17 papers reported research on students' attitude toward the use of ICT for learning, 16…

  13. Improving Study Habits of Junior High School Students Through Self-Management versus Group Discussion

    Science.gov (United States)

    Harris, Mary B.; Trujillo, Amaryllis E.

    1975-01-01

    Both a self-management approach, teaching the principles of behavior modification and self-control (n=36), and a group-discussion technique, involving discussion of study habits and problems (n=41), led to improvements in grade point averages compared with a no-treatment control group (n=36) for low-achieving junior high school students. (Author)

  14. Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

    Science.gov (United States)

    Tonni, Ingrid; Mora, Luca; Oliver, Richard G

    2016-09-01

    The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

  15. Live lectures or online videos: students' resource choices in a first-year university mathematics module

    Science.gov (United States)

    Howard, Emma; Meehan, Maria; Parnell, Andrew

    2018-05-01

    In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.

  16. Survey and online discussion groups to develop a patient-rated outcome measure on acceptability of treatment response in vitiligo

    Science.gov (United States)

    2014-01-01

    Background Vitiligo is a chronic depigmenting skin disorder which affects around 0.5-1% of the world’s population. The outcome measures used most commonly in trials to judge treatment success focus on repigmentation. Patient-reported outcome measures of treatment success are rarely used, although recommendations have been made for their inclusion in vitiligo trials. This study aimed to evaluate the face validity of a new patient-reported outcome measure of treatment response, for use in future trials and clinical practice. Method An online survey to gather initial views on what constitutes treatment success for people with vitiligo or their parents/carers, followed by online discussion groups with patients to reach consensus on what constitutes treatment success for individuals with vitiligo, and how this can be assessed in the context of trials. Participants were recruited from an existing database of vitiligo patients and through posts on the social network sites Facebook and Twitter. Results A total of 202 survey responses were received, of which 37 were excluded and 165 analysed. Three main themes emerged as important in assessing treatment response: a) the match between vitiligo and normal skin (how well it blends in); b) how noticeable the vitiligo is and c) a reduction in the size of the white patches. The majority of respondents said they would consider 80% or more repigmentation to be a worthwhile treatment response after 9 months of treatment. Three online discussion groups involving 12 participants led to consensus that treatment success is best measured by asking patients how noticeable their vitiligo is after treatment. This was judged to be best answered using a 5-point Likert scale, on which a score of 4 or 5 represents treatment success. Conclusions This study represents the first step in developing a patient reported measure of treatment success in vitiligo trials. Further work is now needed to assess its construct validity and responsiveness to

  17. Predicting Dropout Student: An Application of Data Mining Methods in an Online Education Program

    Science.gov (United States)

    Yukselturk, Erman; Ozekes, Serhat; Turel, Yalin Kilic

    2014-01-01

    This study examined the prediction of dropouts through data mining approaches in an online program. The subject of the study was selected from a total of 189 students who registered to the online Information Technologies Certificate Program in 2007-2009. The data was collected through online questionnaires (Demographic Survey, Online Technologies…

  18. If the shoe fits: development of an on-line tool to aid practitioner/patient discussions about 'healthy footwear'.

    Science.gov (United States)

    Farndon, Lisa; Robinson, Victoria; Nicholls, Emily; Vernon, Wesley

    2016-01-01

    A previous study highlighted the importance of footwear to individuals' sense of their identity, demonstrating that shoes must 'fit' someone socially, as well as functionally. However, unhealthy shoes can have a detrimental effect on both foot health and mobility. This project utilises qualitative social science methods to enable podiatrists to understand the broader contribution of footwear to patients' sense of themselves and from this an online toolkit was developed to aid footwear education. Semi-structured interviews were conducted with six podiatrists/shoe-fitters and 13 people with foot pathologies, some of whom also completed shoe diaries. These were supplemented with some follow-up interviews and photographs of participants' own shoes were taken to allow in-depth discussions. Four areas related to 'fit' were identified; practicalities, personal, purpose and pressures, all of which need to be considered when discussing changes in footwear. These were incorporated into an online toolkit which was further validated by service users and practitioners in a focus group. This toolkit can support podiatrists in partnership with patients to identify and address possible barriers to changing footwear towards a more suitable shoe. Enabling patients to make healthier shoe choices will help contribute to improvements in their foot health and mobility.

  19. Student Elections Online: Dickinson College Uses Technology To Get Out the Vote.

    Science.gov (United States)

    Dempsey, Paul

    2000-01-01

    Recently, Dickinson College, Pennsylvania, used the World Wide Web to combat student apathy and encourage students to participate in elections. This article explains: the pros and cons of online voting; planning for online elections; preparing the ballots; specific techniques for conducting online elections; HTML forms and common gateway interface…

  20. Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

    Science.gov (United States)

    Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan

    2015-01-01

    This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…

  1. Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

    Science.gov (United States)

    Isman, Aytekin; Altinay, Fahriye

    2005-01-01

    This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

  2. An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

    Science.gov (United States)

    Yu, Taeho; Richardson, Jennifer C.

    2015-01-01

    The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor…

  3. Parental Role and Support for Online Learning of Students with Disabilities: A Paradigm Shift

    Science.gov (United States)

    Smith, Sean J.; Burdette, Paula J.; Cheatham, Gregory A.; Harvey, Susan P.

    2016-01-01

    This study, conducted by researchers at the Center on Online Learning and Students With Disabilities, investigated parent perceptions and experiences regarding fully online learning for their children with disabilities. Results suggest that with the growth in K-12 fully online learning experiences, the parent (or adult member) in students'…

  4. Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments

    Science.gov (United States)

    Jin, Sung-Hee

    2017-01-01

    Online participation in collaborative online learning environments is instrumental in motivating students to learn and promoting their learning satisfaction, but there has been little research on the technical supports for motivating students' online participation. The purpose of this study was to develop a visualization tool to motivate learners…

  5. Mixed Methods Student Evaluation of an Online Systemic Human Anatomy Course with Laboratory

    Science.gov (United States)

    Attardi, Stefanie M.; Choi, Suwhan; Barnett, John; Rogers, Kem A.

    2016-01-01

    A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a…

  6. Improving Student Retention in Online College Classes: Qualitative Insights from Faculty

    Science.gov (United States)

    Russo-Gleicher, Rosalie J.

    2014-01-01

    This article provides qualitative insights into addressing the issue of student retention in online classes in higher education. Semi-structured, in-depth interviews were conducted at random with 16 faculty who teach online courses at a large community college in the Northeast about how to improve online student retention. Qualitative analysis…

  7. A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program

    Science.gov (United States)

    Deshpande, Anant

    2016-01-01

    The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed…

  8. Factors That Affect Students' Capacity to Fulfill the Role of Online Learner

    Science.gov (United States)

    Comer, Debra R.; Lenaghan, Janet A.; Sengupta, Kaushik

    2015-01-01

    Because most undergraduate students are digital natives, it is widely believed that they will succeed in online courses. But factors other than technology also affect students' ability to fulfill the role of online learner. Self-reported data from a sample of more than 200 undergraduates across multiple online courses indicate that students…

  9. BOOSTING STUDENT LIFE SATISFACTION AND ENGAGEMENT TO IMPROVE ONLINE STUDENT RETENTION

    DEFF Research Database (Denmark)

    Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz

    2017-01-01

    ’ decisions to drop out is their full-time job; having a full-time job while studying full time is very time-consuming. Another reason for the student dropout is a feeling of disconnection with their fellow students and the campus environment. Consequently, various strategies to motivate and retain...... to the students what is expected of them. In addition, we have seen a decrease in students with fulltime jobs who, thus, are able to join the teaching synchronously, engaging them much more directly. This, combined with a new strategy of forming mixed teams of online and on-campus students, has boosted...

  10. Impact Of Online Advertising On Consumer Attitudes And Interests Buy Online Survey On Students Of Internet Users In Makassar

    Directory of Open Access Journals (Sweden)

    Muhammad Aqsa

    2015-04-01

    Full Text Available ABSTRACT The rapid development of technology today makes Internet users continues to increase. This is supported by the ease of internet users access the internet either through a PC laptop mobile phones tablets and other media. The increase in Internet users this makes the internet into a proper promotion using online advertising. With a wide reach and touch the various layers of the Internet media communities may be appropriate advice for company promotion. However an increasing number of Internet users especially in the city of Makassar is not accompanied by an increase in the number of online purchases. Based on that it is necessary to examine how the effect of online advertising on consumer buying behavior and online as well as how to control the behavior and subjective norms influence the attitudes and interests of consumers buy online. This study aims to analyze and test the effect of online advertising on consumer attitudes and purchase interest online a survey conducted on students of Internet users in the city of Makassar. The study was conducted on students of public and private universities in the city of Makassar. The method used was a quantitative analysis using the technique of purposive sampling method with a sample of 340 people. Testing this hypothesis using structural equation modeling SEM. The results showed that online advertising has an influence on consumer buying behavior and online. Dimensions interactivity of online advertising provides the highest influence on the attitudes and interests of consumers purchasing online.

  11. JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.

    Science.gov (United States)

    Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

    2017-02-01

    Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. The Journal of Graduate Medical Education ( JGME ) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article "Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching." Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

  12. Students Inspiring Students: An Online Tool for Science Fair Participants

    Science.gov (United States)

    Seeman, Jeffrey I.; Lawrence, Tom

    2011-01-01

    One goal of 21st-century education is to develop mature citizens who can identify issues, solve problems, and communicate solutions. What better way for students to learn these skills than by participating in a science and engineering fair? Fair participants face the same challenges as professional scientists and engineers, even Nobel laureates.…

  13. Using the Internet, Online Social Networks and Potentially Incurred Risk: Student Opinions

    Directory of Open Access Journals (Sweden)

    Gintautė Žibėnienė

    2013-08-01

    Full Text Available Regulation of harmful content on the Internet is a soaring problem in the expansion of the information society, and it is being discussed in different European countries. Therefore, it is important to discuss the issue of being safe online: to do research on what children think about when using the Internet, threats experienced while online, to discuss ways of recognising and protecting children from online threats (such as cyber bullying, bullying, abuse, temptations with purpose of sexual harassment, leaking of personal information, spreading, harmful and illegal Internet content, etc.. The research objective of this paper is to present the opinion of gymnasium students on using the Internet, online social networks and likely experienced threats. The methodology—opinion research of the gymnasium students, which was carried out 17–21 December 2012; an analysis of professional target publications and a questionnaire survey were also applied. Analysis of the research findings was based on the analysis methods of quantity analysis (descriptive and analysis of quality content. Statistical findings were analysed applying the software “Statistical Package for the Social Sciences (SPSS 21.0 for Windows.” According to the research of student opinion, it was revealed that the most common student online activities are browsing of chat websites, exchange of videos and other material, viewing, listening and participating in social networks, whereas erotica and viewing of pornography are the rarest activities and are unimportant for students. Online social networks are especially popular among students, as most interviewed students (95.3% have their own profile in social networks. Students mostly visit social networks to communicate, to make friends (77.1% of respondents, however, every second student (60.7% visits them just to spend time, which can be assumed about the problems of students’ leisure time. The vast majority of students think that

  14. Note-Taking during Discussion: Using a Weekly Reflection Assignment to Motivate Students to Learn from Their Peers

    Science.gov (United States)

    Gravett, Emily O.

    2018-01-01

    The benefits of in-class discussion, a form of active learning, are well-documented; in particular, discussions allow students the opportunity to learn from their peers. Yet students often treat discussions as 'down' or 'free' time. If students are not taking notes during discussion and reviewing those notes later on, they may not be learning much…

  15. Assessing Student Attitudes Towards Science in an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

    Science.gov (United States)

    Buxner, S.; Perera, V.; Mead, C.; Horodyskyj, L.; Semken, S. C.; Lopatto, D.; Anbar, A. D.

    2016-12-01

    General-education Science, Technology, Engineering, and Mathematics (STEM) courses are considered essential to a college education, in part, to train students to think critically and to make informed decisions about complex scientific issues such as climate change and public health. Therefore, the goals of these STEM courses go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life, and understanding the nature of science. The Classroom Undergraduate Research Experience (CURE) survey is frequently used to measure these attitudes, but it has not previously been used in an online, general education course. In this work, we administered the CURE survey for three semesters (N = 774) before and after completion of an online astrobiology course called Habitable Worlds. We compare students taking this course as part of fully-online degree programs (o-course) with those taking it as part of traditional undergraduate programs (i-course). More females and older students were among the o-course group, while overall the course had more white students than the Arizona State University average. Mean course grades were similar between the two groups but attitudes toward science differred significantly. O-course students began the course with more positive attitudes than i-course students, and o-course students also showed more positive changes at the end of the course. These differences suggest lesser intrinsic motivation among the i-course students. Additionally, pre-course attitudes correlated with final course grade for o-course students, but not for i-course students, which implies that success among o-course students is influenced by different factors than i-course students. Thus, effective student support strategies may differ for online-only students. Future work will include student interviews to better calibrate the CURE survey to online science courses.

  16. The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

    Science.gov (United States)

    Lamb, Richard L.; Annetta, Len

    2013-10-01

    The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, α = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning.

  17. Clinical case studies in mental health by means of the on-line discussion Estudios de casos clínicos en salud mental mediante discusión en-linea Estudos de casos clínicos em saúde mental por meio de discussão on-line

    Directory of Open Access Journals (Sweden)

    Edilaine Cristina da Silva

    2008-06-01

    Full Text Available This descriptive and exploratory study with a qualitative design aimed to describe and analyze discussions in online chats about mental disorders in a psychiatric nursing course as part of an undergraduate nursing program. The sample consisted of 32 undergraduate students who attended the course. Data analysis showed that the discussions through online chat sessions permeated the acquisition of knowledge, procedures, attitudes and values and promoted students' active participation. The results reaffirm the discussions' importance for students' learning and showed the potential of technology resources, such as real-time communication tools, to support and improve teaching possibilities in psychiatric nursing.Estudio descriptivo y exploratorio con enfoque cualitativo con el objetivo de describir y analizar discusiones en-línea sobre casos clínicos, como parte de la disciplina de Enfermería Psiquiátrica. La muestra formada por 32 alumnos que cursaban la asignatura. El análisis de los datos mostró que las discusiones a través de las conversaciones en-linea favorecieron el aprendizaje, procedimientos, actitudes y valores; promoviendo la participación activa de los estudiantes. Los resultados fundamentan la riqueza en la discusión, para el aprendizaje del estudiante, así como evidencian la potencialidad para el uso de herramientas tecnológicas, como las de comunicación en tiempo real, para apoyar e incrementar las posibilidades educativas en enfermería psiquiátrica.Estudo descritivo e exploratório, com abordagem qualitativa, cujo objetivo foi descrever e analisar discussões de casos clínicos on-line na disciplina de Enfermagem Psiquiátrica do Curso de Graduação em Enfermagem. A amostra constituiu-se de 32 acadêmicos de enfermagem que cursavam a disciplina. A análise dos dados evidenciou que as discussões, através do bate-papo, permearam a aprendizagem de conhecimentos, procedimentos, atitudes e valores e promoveram a participa

  18. Internet addiction in Greek medical students: an online survey.

    Science.gov (United States)

    Tsimtsiou, Zoi; Haidich, Anna-Bettina; Spachos, Dimitris; Kokkali, Stamatia; Bamidis, Panagiotis; Dardavesis, Theodoros; Arvanitidou, Malamatenia

    2015-06-01

    The authors investigated the prevalence of Internet addiction (IA) in undergraduate medical students to identify possible associations with sociodemographics and Internet habits. All students at the Aristotle University of Thessaloniki School of Medicine, Greece, were invited to complete the online Internet Addiction Test (IAT) along with sociodemographics and preferences on Internet activities. The authors received 585 responses after three reminders (23.5 % response rate). Mild IA was found in 24.5 %, moderate in 5.4 %, and severe in 0.2 %. In multivariable analysis, the odds to develop IA were increased with visits in Internet cafes (Odds Ratio [OR] 3.49, 95 % Confidence Interval [CI]: 1.45, 8.46), the use of Facebook (OR 2.43, 95 % CI: 1.35, 4.38), Twitter (OR 2.45, 95 % CI: 1.37, 4.39), and online games (OR 1.95, 95 % CI: 1.29, 2.94). Using e-mails seemed to be protective against IA (OR 0.59, 95 % CI: 0.37, 0.94). This is the first IA prevalence study in a European medical school. Early-detection systems and other ways to help students with pathological behaviors should be developed.

  19. Building Students' Reasoning Skills by Promoting Student-Led Discussions in an Algebra II Class

    Science.gov (United States)

    DeJarnette, Anna F.; González, Gloriana

    2013-01-01

    Current research and professional organizations call for greater emphasis on reasoning and sense making in algebra (Chazan, 2000; Cuoco, Goldenberg, & Mark, 1996; Harel & Sowder, 2005; National Council of Teachers of Mathematics [NCTM], 2009, 2010). This paper illustrates how students in an Algebra II class had opportunities to develop…

  20. Exploring physics students' engagement with online instructional videos in an introductory mechanics course

    Science.gov (United States)

    Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

    2017-12-01

    The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these

  1. Internet-Diskussionsforen als Teil eines studentenzentrierten Lehrkonzepts in der Pharmakologie [Internet discussion forums as part of a student-centred teaching concept of pharmacology

    Directory of Open Access Journals (Sweden)

    Sarikas, Antonio

    2013-02-01

    Full Text Available [english] Introduction: The world wide web opens up new opportunities to interconnect electronic and classroom teaching and to promote active student participation. In this project article we describe the use of internet discussion forums as part of a student-centred teaching concept of pharmacology and discuss its advantages and disadvantages based on evaluation data and current literature. Methods and Results: Final year medical students at the Technische Universität München (Munich, Germany with the elective pharmacology moderated an internet forum that allowed all students to discuss pharmacology-related questions. Evaluation results of forum participants and elective students demonstrated a learning benefit of internet forums in pharmacology teaching. Conclusion: Internet discussion forums offer an easy-to-implement and effective way to actively engage students and increase the learning benefit of electronic and classroom teaching in pharmacology. [german] Einleitung und Ziele: Das World Wide Web eröffnet neue Möglichkeiten, Online- und Präsenzlehre zu vernetzen und Studierende aktiv in die Lehre einzubinden. In dieser Projektvorstellung beschreiben wir den Einsatz von Internet-Diskussionsforen als Teil eines studentenzentrierten Lehrkonzepts in der Pharmakologie und diskutieren Vor- und Nachteile anhand von Evaluations- und Literaturdaten. Methode und Ergebnisse: Studierende im praktischen Jahr (PJ mit Wahlfach Pharmakologie übernahmen die Moderation eines Internetforums, das allen Studierenden die zeit- und ortsunabhängige Diskussion pharmakologischer Fragen aus Online- und Präsenzlehre ermöglichte. Evaluationsergebnisse von Forumsteilnehmern und PJ-Studierenden belegten den didaktischen Nutzen von Internetforen für die Pharmakologieausbildung. Schlussfolgerung: Internet-Diskussionsforen bieten eine effektive Möglichkeit, Studierende aktiv in die Lehre einzubinden und den Lernerfolg von Online- und Präsenzlehre zu fördern.

  2. Student Outcomes in Economics Principles: Online vs. Face-to-Face Delivery

    Science.gov (United States)

    Birkeland, Kathryn; Weinandt, Mandie; Carr, David L.

    2015-01-01

    This study looks at the performance of students in an online and face-to-face section of economic principles with the same instructor. After controlling for the bias of students selecting the online section and observable characteristics, we did not find any statistical difference in the exam performance of students across delivery modes of the…

  3. Using Social Media to Improve Student-Instructor Communication in an Online Learning Environment

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    Guo, Rong; Shen, Yide; Li, Lei

    2018-01-01

    The lack of effective faculty-student interaction has been identified as a main contributor to the high dropout rate in online education. For this paper, the authors conducted an empirical study using a social networking tool, specifically Facebook, to improve student-instructor communication and student performance in an online learning…

  4. Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students

    Science.gov (United States)

    Lewis, S.; Whiteside, A.; Garrett Dikkers, A.

    2014-01-01

    In this three-year, mixed methods case study, the benefits and challenges of online learning for at-risk high school students were examined. A key finding was that at-risk students identify the benefits and challenges of online learning to be the same. While students appreciate the opportunity to work ahead and study at their own pace, they see it…

  5. Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students

    Science.gov (United States)

    Kumi-Yeboah, Alex; Yuan, Guangji; Dogbey, James

    2017-01-01

    This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and…

  6. An Examination of High School Students' Online Engagement in Mathematics Problems

    Science.gov (United States)

    Lim, Woong; Son, Ji-Won; Gregson, Susan; Kim, Jihye

    2018-01-01

    This article examines high school students' engagement in a set of trigonometry problems. Students completed this task independently in an online environment with access to Internet search engines, online textbooks, and YouTube videos. The findings imply that students have the resourcefulness to solve procedure-based mathematics problems in an…

  7. Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

    Science.gov (United States)

    Lim, Janine M.

    2016-01-01

    Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

  8. Virtually Stress Free: Keeping Online Graduate Management Students Healthy from Afar

    Science.gov (United States)

    Martinak, M. Linda

    2012-01-01

    This article examines stress experienced by graduate management students in an online learning environment. I use qualitative methodology to examine data collected from 32 students in 2 sections of a graduate online course. Findings identify 6 categories of stressors experienced by the students as well as 6 categories of stress relief agents.…

  9. Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

    Science.gov (United States)

    Beqiri, Mirjeta S.; Chase, Nancy M.; Bishka, Atena

    2010-01-01

    The authors investigated potential factors impacting students' satisfaction with online course delivery using business students as participants. The findings suggest that the student who would be more satisfied with the delivery of online courses fits the following profile: graduate, married, resides more than 1 mile away from campus, and male.…

  10. Note-Taking Habits of Online Students: Value, Quality, and Support

    Science.gov (United States)

    Watkins, Ryan; Corry, Michael; Dardick, William; Stella, Julie

    2015-01-01

    Do online students take notes when reading lecture content or watching video lectures? Can they benefit from note-taking supports, such as graphic organizers, to improve their study skills? These are among the questions explored in a pilot study with student participants enrolled in a 100% online graduate program. Students were provided academic…

  11. Piloting an Online Module for Interprofessional Education to Introduce First-Year Students to Health Behavior Change

    Directory of Open Access Journals (Sweden)

    Michael Peeters

    2018-03-01

    Full Text Available Objective: To meet the needs of patients with behavioral health problems, health professional students require training in helping patients contemplate and move towards behavior change. Motivational Interviewing (MI is one such intervention. This novel online training module was developed for groups of interprofessional education (IPE students. Design: Thirty-eight first-year health-professions students were trained using an online introduction to MI. This was followed by cases with questions where students were asked to provide MI consistent responses. Case participation was done through an online discussion board, where all students could respond to case questions, and to their peers. The discussion board was monitored by a faculty member skilled in the practice of MI and another skilled in interprofessional education/development. Conclusions: Students reported the course to be valuable and an acceptable way to begin learning new communication skills, and about other health-professions. Students’ self-rating of empathy and understanding of patients who do not readily commit to behavior change improved significantly from pre-module to post-module. This online MI module for IPE appeared to be a success. Conflict of Interest None to report Treatment of Human Subjects: IRB review/approval required and obtained   Type: Note

  12. How do prostitution customers value health and position health in their discussions? Qualitative analysis of online forums.

    Science.gov (United States)

    Regushevskaya, Elena; Tuormaa, Tuija

    2014-11-01

    Information on the health values and positioning of health among prostitution customers is limited. The aim is to explore the positioning of health among prostitution customers using data from Internet forums in Finland. Qualitative study using a purposive sample of public online forums among prostitution customers in 2002-2012. Health beliefs in relation to infections and risky sexual behavior were diverse, from correct to false. Although men were aware of health risks in prostitution, it was common to have multiple sexual partners and unprotected sex. Although there were men who warned others about possible health consequences when a condom is not used, typically men were proud not to use a condom with a prostitute and found different explanations for not using a condom. Condom breakage was not an issue discussed in forums. Unexpected findings were beliefs that one fifth of the Nordic population is resistant to HIV, that the possibility of HIV transmission is exaggerated by medical specialists, and that men should control their behavior in order not to degrade prostitutes. Discussions on health service use were few. Sexual satisfaction and entertainment were the main reasons to post in the analyzed forums health discussion was not common although condom use was reported, attention to health risks was selective information on health service use was limited, which may suggest this topic was not valued among men and should be a topic of future studies. © 2014 the Nordic Societies of Public Health.

  13. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial.

    Science.gov (United States)

    Hossain, Mohammad S; Shofiqul Islam, Md; Glinsky, Joanne V; Lowe, Rachael; Lowe, Tony; Harvey, Lisa A

    2015-01-01

    Does a massive open online course (MOOC) based around an online learning module about spinal cord injuries improve knowledge or confidence among physiotherapy students more than if physiotherapy students are left to work through the online learning module at their own pace. Which method of presenting the content leads to greater satisfaction among the students? Randomised controlled trial with concealed allocation and intention-to-treat analysis. Forty-eight physiotherapy students in Bangladesh. Participants randomised to the control group were instructed to work at their own pace over a 5-week period through a physiotherapy-specific online learning module available at www.elearnSCI.org. Experimental participants were enrolled in a 5-week MOOC. The MOOC involved completing the same online learning module but experimental participants' progress through the module was guided each week and they were provided with the opportunity to engage in online discussion through Facebook. The primary outcome was knowledge, and the secondary outcomes were perceived confidence to treat people with spinal cord injuries and satisfaction with the learning experience. The mean between-group difference for knowledge was 0.7 points (95% CI -1.3 to 2.6) on a 0 to 20-point scale. The equivalent results for perceived confidence and satisfaction with the learning experience were 0.4 points (95% CI -1.0 to 1.8) and 0.0 points (95% CI -1.1 to 1.2) on a 0 to 10-point scale. The MOOC was no better for students than working at their own pace through an online learning module for increasing knowledge, confidence or satisfaction. However, students in the MOOC group highlighted positive aspects of the course that were unique to their group, such as interacting with students from other countries through the MOOC Facebook group. ACTRN12614000422628. Copyright © 2014. Published by Elsevier B.V.

  14. Helping geoscience students improve their numeracy using online quizzes

    Science.gov (United States)

    Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

    2010-05-01

    This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

  15. Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

    Directory of Open Access Journals (Sweden)

    Jo Boaler

    2018-04-01

    Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

  16. Dialogic action in climate change discussions: An international study of high school students in China, New Zealand, Norway and the United States

    Directory of Open Access Journals (Sweden)

    Diana J. Arya

    2015-07-01

    Full Text Available Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014. This study is an exploration of the online interactions in an international social network of high school students residing in Norway, China, New Zealand and the United States (N=141. Students participated in classroom-based and asynchronous online discussions about adapted versions of seminal scientific studies with facilitative support from seven scientists across various fields. Grounded in a language-in-use frame for investigating facilitation and demonstrations of problem-based and evidence-based reasoning (Kelly & Chen, 1999, we traced the varied questions, assertions, and evidentiary sources within student-led online discussions. We found that questions from scientific experts in the form of unconstrained, open-ended invitations for exploration were followed by students’ acknowledgement and consideration of complex and, at times, conflicting sociopolitical and economic positions about climate change issues. These findings suggest that broadening science classroom discussions to include socially relevant, unsolved issues like climate change could open potential entry points for a dialogic approach that fosters a scientific community in the classroom.

  17. The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions

    Directory of Open Access Journals (Sweden)

    Tatiane Negrini

    2008-12-01

    Full Text Available Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995, Renzulli (2004, Perez (2004, Virgolim (2007, Vieira (2005, among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them.

  18. Who is the competent physics student? A study of students' positions and social interaction in small-group discussions

    Science.gov (United States)

    Due, Karin

    2014-06-01

    This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

  19. Student engagement in pharmacology courses using online learning tools.

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

    2013-08-12

    To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

  20. Students discussing their mathematical ideas: Group-tests and mind-maps

    NARCIS (Netherlands)

    Pijls, M.; de Kramer, D.; Maj, B.; Pytlak, M.; Swoboda, E.

    2008-01-01

    In an explorative research project, teachers experimented with new ideas to make their students discuss (i.e. show, explain, justify and reconstruct their work) their mathematical ideas with each other. Two kind of special tasks were developed: group tests and mind maps. Also, the role of the

  1. Interteaching: The Effects of Discussion Group Size on Undergraduate Student Performance and Preference

    Science.gov (United States)

    Gutierrez, Michael

    2017-01-01

    Interteaching is a college teaching method grounded in the principles of applied behavior analysis. Research on interteaching demonstrates that it improves academic performance, and students report greater satisfaction with interteaching as compared to traditional teaching styles. The current study investigates whether discussion group size, a…

  2. Structures and Technology Encouraging Discussion in Human Sexuality Courses: Strategies to Engage a Range of Students

    Science.gov (United States)

    Angera, Jeffrey J.; Latty, Christopher R.

    2015-01-01

    Human sexuality courses are common across many college/university campuses. The methods of instruction typically encourage discussion to increase knowledge and critical thinking about self, relationships, and professional pathways. However, often the pedagogical practices do not include methods to draw out students with a range of personalities,…

  3. The Privacy Problem: Although School Librarians Seldom Discuss It, Students' Privacy Rights Are under Attack

    Science.gov (United States)

    Adams, Helen R.

    2011-01-01

    Every day in school libraries nationwide, students' privacy rights are under attack, but many principals, teachers, parents, and community members do not know much about these rights. Even though school librarians are among the strongest proponents of privacy, the subject is rarely discussed, probably because state and federal laws can be…

  4. An Examination of Computer Engineering Students' Perceptions about Asynchronous Discussion Forums

    Science.gov (United States)

    Ozyurt, Ozcan; Ozyurt, Hacer

    2013-01-01

    This study was conducted in order to reveal the usage profiles and perceptions of Asynchronous Discussion Forums (ADFs) of 126 computer engineering students from the Computer Engineering Department in a university in Turkey. By using a mixed methods research design both quantitative and qualitative data were collected and analyzed. Research…

  5. Crossing Borders: An Online Interdisciplinary Course in Health Informatics for Students From Two Countries.

    Science.gov (United States)

    Fossum, Mariann; Fruhling, Ann; Moe, Carl Erik; Thompson, Cheryl Bagley

    2017-04-01

    A cross-countries and interprofessional novel approach for delivering an international interdisciplinary graduate health informatics course online is presented. Included in this discussion are the challenges, lessons learned, and pedagogical recommendations from the experiences of teaching the course. Four professors from three different fields and from three universities collaborated in offering an international health informatics course for an interdisciplinary group of 18 US and seven Norwegian students. Highly motivated students and professors, an online technology infrastructure that supported asynchronously communication and course delivery, the ability to adapt the curriculum to meet the pedagogy requirements at all universities, and the support of higher administration for international collaboration were enablers for success. This project demonstrated the feasibility and advantages of an interdisciplinary, interprofessional, and cross-countries approach in teaching health informatics online. Students were able to establish relationships and conduct professional conversations across disciplines and international boundaries using content management software. This graduate course can be used as a part of informatics, computer science, and/or health science programs.

  6. Quantity, Quality, and Readability of Online Information for College Students with ASD Seeking Student Support Services

    Science.gov (United States)

    Bellon-Harn, Monica L.; Smith, Danielle J.; Dockens, Ashley L.; Manchaiah, Vinaya; Azios, Jamie H.

    2018-01-01

    Problem: Although many young adults with Autism Spectrum Disorder (ASD) are intellectually capable of pursuing college degrees, a high percentage either do not enroll in or do not graduate from two-year or four-year institutions. Online student support services may uniquely support the higher education goals of this population. Understanding…

  7. Holding Your Hand From a Distance: Online Mentoring and the Graduate Library and Information Science Student

    Directory of Open Access Journals (Sweden)

    Elizabeth A. Buchanan, Ph.D.,

    2005-07-01

    Full Text Available The emergence of online education in colleges and universities brings with it a variety of issues and concerns for the remote student. One such issue is online mentoring. This paper presents a study that examines perceptions of the impact and role of online mentoring by online graduate students in a Master of Library and Information Science program. The guiding research question asked “what impact does online mentoring have on the online student experience?” A survey using open and closed-ended response questions was administered. Findings indicate that the participants see the need for online mentors in at least two forms—peer mentors to assist with the “institutional maze” surrounding distance education programs, and secondly, professional mentors to assist with career planning and development. Institutions should thus consider a two-tiered mentor network to meet the needs of students at various points in their academic lives.

  8. Communicating with the Online Student: The Impact of E-Mail Tone on Student Performance and Teacher Evaluations

    Science.gov (United States)

    Dickinson, Amber

    2017-01-01

    Students are more commonly completing coursework online and as such many professors teach online courses. Due to the popularity of online courses and the need for professors to teach in a format varying from the traditional classroom setting, it is important to evaluate whether or not certain teaching approaches, such as establishing rapport,…

  9. Re-visiting internet addiction among Taiwanese students: a cross-sectional comparison of students' expectations, online gaming, and online social interaction.

    Science.gov (United States)

    Lee, Yuan-Hsuan; Ko, Chih-Hung; Chou, Chien

    2015-04-01

    Using expectancy theory, this study aimed at identifying the attitudinal/behavioral factors that explain the relationship between Internet expectancies and Internet addiction among Taiwanese adolescents. A total of 25,573 students (49.8% boys and 50.2% girls) across junior and senior high schools participated in the study. The students reported on their background characteristics, general expectations from the Internet, attitudes toward online social interaction and online gaming, preferences in online social interaction, and dys-controlled online gaming behavior. Structural equation modeling was used to examine the indirect effects of Internet expectancies on Internet addiction through these attitudinal/behavioral factors. The results showed that Internet expectancies positively predicted students' attitudes toward online games and online social interaction, which in turn predicted their respective preferences or dys-controlled behavior and Internet addiction. The indirect effect of Internet expectancies was higher on Internet addiction via attitudes toward online gaming and dys-controlled online gaming than via attitudes toward and preferences of online social interaction. The indirect effects exhibited a larger impact on boys than on girls. The authors recommend that the expectancies of online gaming and social interaction be addressed in efforts to prevent and attenuate the severity of adolescent Internet addiction.

  10. Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

    Science.gov (United States)

    May, Dominik; Wold, Kari; Moore, Stephanie

    2015-09-01

    The world is changing significantly, and it is becoming increasingly globalised. This means that countries, businesses, and professionals must think and act globally to be successful. Many individuals, however, are not prepared with the global competency skills needed to communicate and perform effectively in a globalised system. To address this need, higher education institutions are looking for ways to instil these skills in their students. This paper explains one promising approach using current learning principles: transnational interactive online environments in engineering education. In 2011, the TU Dortmund and the University of Virginia initiated a collaboration in which engineering students from both universities took part in one online synchronous course and worked together on global topics. This paper describes how the course was designed and discusses specific research results regarding how interactive online role-playing simulations support students in gaining the global competency skills required to actively participate in today's international workforce.

  11. The more friends, the less political talk? Predictors of Facebook discussions among college students.

    Science.gov (United States)

    Jang, S Mo; Lee, Hoon; Park, Yong Jin

    2014-05-01

    Although previous research has indicated that Facebook users, especially young adults, can cultivate their civic values by talking about public matters with their Facebook friends, little research has examined the predictors of political discussion on Facebook. Using survey data from 442 college students in the United States, this study finds that individual characteristics and network size influence college students' expressive behavior on Facebook related to two controversial topics: gay rights issues and politics. In line with previous studies about offline political discussion, the results show that conflict avoidance and ambivalence about target issues are negatively associated with Facebook discussions. Perhaps the most interesting finding is that users who have a large number of Facebook friends are less likely to talk about politics and gay rights issues on Facebook despite having access to increasing human and information resources. Theoretical implications of these findings and future directions are addressed.

  12. Analyzing the Social Knowledge Construction Behavioral Patterns of an Online Synchronous Collaborative Discussion Instructional Activity Using an Instant Messaging Tool: A Case Study

    Science.gov (United States)

    Hou, Huei-Tse; Wu, Sheng-Yi

    2011-01-01

    Online discussions have been widely utilized as an educational activity, and much research has been conducted on the process and behaviors involved in asynchronous discussions. However, research on behavioral patterns in learners' synchronous discussions, including the process of social knowledge construction and project coordination is limited.…

  13. Teaching English through Online Games for Junior High School Students

    Directory of Open Access Journals (Sweden)

    Sastika Seli

    2015-04-01

    Full Text Available Teaching language is an attractive activity both for the teacher and for the acceptor. They can interact together in this act. Teaching English is a challenge for the teachers to make the students interest in English because as we know English is not the first language for some countries in this world including Indonesia. There are various ways and ideas to teach English so that it can be fun and interest to be taught and to be learnt. But those ways and ideas also should be an up date method and also use a modern technology to be implemented. Along with the development of modern technology, the teachers should involve with it and make it as a part of English teaching tools. Two of the famous and sophisticated tools are computer and the internet. These things have a close relation to be urgent equipment for people. In this article, the writer wants to purpose the use of online games as a way to teach English for junior high school. Te article aims to give another teaching alternative in attracting the junior high school students to learn English in funny and enjoyable way. Through online games they do not only can play the various games but also indirectly they do the exercises of English skills.

  14. Cyber-bullying and incivility in the online learning environment, Part 1: Addressing faculty and student perceptions.

    Science.gov (United States)

    Clark, Cynthia M; Werth, Loredana; Ahten, Sara

    2012-01-01

    Online learning has created another potential avenue for incivility. Cyber-bullying, a form of incivility that occurs in an electronic environment, includes posting rumors or misinformation, gossiping, or publishing materials that defame and humiliate others. This is the first of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of incivility in an online learning environment (OLE). In this article, the authors discuss the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. Part 2 in the September/October issue will describe challenges and advantages of the OLE, discuss specific ways to foster civility, and present strategies to promote student success and retention.

  15. Online Poker Gambling in University Students: Further Findings from an Online Survey

    Science.gov (United States)

    Griffiths, Mark; Parke, Jonathan; Wood, Richard; Rigbye, Jane

    2010-01-01

    Online poker is one of the fastest growing forms of online gambling yet there has been relatively little research to date. This study comprised 422 online poker players (362 males and 60 females) and investigated some of the predicting factors of online poker success and problem gambling using an online questionnaire. Results showed that length of…

  16. "We make choices we think are going to save us": Debate and stance identification for online breast cancer CAM discussions.

    Science.gov (United States)

    Zhang, Shaodian; Qiu, Lin; Chen, Frank; Zhang, Weinan; Yu, Yong; Elhadad, Noémie

    2017-04-01

    Patients discuss complementary and alternative medicine (CAM) in online health communities. Sometimes, patients' conflicting opinions toward CAM-related issues trigger debates in the community. The objectives of this paper are to identify such debates, identify controversial CAM therapies in a popular online breast cancer community, as well as patients' stances towards them. To scale our analysis, we trained a set of classifiers. We first constructed a supervised classifier based on a long short-term memory neural network (LSTM) stacked over a convolutional neural network (CNN) to detect automatically CAM-related debates from a popular breast cancer forum. Members' stances in these debates were also identified by a CNN-based classifier. Finally, posts automatically flagged as debates by the classifier were analyzed to explore which specific CAM therapies trigger debates more often than others. Our methods are able to detect CAM debates with F score of 77%, and identify stances with F score of 70%. The debate classifier identified about 1/6 of all CAM-related posts as debate. About 60% of CAM-related debate posts represent the supportive stance toward CAM usage. Qualitative analysis shows that some specific therapies, such as Gerson therapy and usage of laetrile, trigger debates frequently among members of the breast cancer community. This study demonstrates that neural networks can effectively locate debates on usage and effectiveness of controversial CAM therapies, and can help make sense of patients' opinions on such issues under dispute. As to CAM for breast cancer, perceptions of their effectiveness vary among patients. Many of the specific therapies trigger debates frequently and are worth more exploration in future work.

  17. What Factors Influence Well-being of Students on Performing Small Group Discussion?

    Science.gov (United States)

    Wulanyani, N. M. S.; Vembriati, N.

    2018-01-01

    Generally, Faculty of Medicine of Udayana University applied Small Group Discussion (SGD) in its learning process. If group problem solving succeeds, each individual of the group will individually succeed. However, the success is also determined by each individual’s level of psychological well-being. When the students are in the high level of wellbeing, they will feel comfortable in small group discussion, and teamwork will be effective. Therefore, it is needed to conduct a research which investigates how psychological factors, such as traits, needs, cognitive, and social intelligence, influence students’ wellbeing in performing SGD. This research is also initiated by several cases of students who prefer individual learning and take SGD merely to fulfill attendance requirement. If the students have good wellbeing, they will take the SGD process optimally. The subject of this research was 100 students of Faculty of Medicine of Udayana University. This survey research used psychological test assessment, Psychological well-being scale, and Social Intelligence scale to gain data analyzed quantitatively. The results showed that all aspects of traits together with aspects ‘need for rules and supervision’ affect social intelligence. Furthermore, social intelligence factor with cognitive factors influence wellbeing of the students in the process of SGD.

  18. Student Engagement in Pharmacology Courses Using Online Learning Tools

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

    2013-01-01

    Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

  19. Undergraduate Students' Perspectives on the Value of Peer-Led Discussions

    Directory of Open Access Journals (Sweden)

    Monica E. McGlynn-Stewart

    2015-12-01

    Full Text Available With a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the students reflected anonymously on the experience of the seminars. They identified a variety of cognitive and social benefits of the seminars as well as key components that could be applied in a variety of post-secondary settings

  20. Discussion of a didactic proposal on quantum mechanics with secondary school students

    Science.gov (United States)

    Michelini, M.; Ragazzon, R.; Santi, L.; Stefanel, A.

    2004-09-01

    Within some research projects a proposal for the teaching of quantum mechanics in secondary school has been carried out, and some didactic material has been prepared in order to illustrate it, offering resources for its class experimentation (www.fisica.uniud.it/URDF/). In order to study in depth the critical points, which cause learning difficulties for the students in this field, a pilot activity was carried out for a restricted group of students with which the crucial points were discussed. Some interesting elements emerged, such as for example the fact that the major problems in understanding the concept of quantum state are linked to the meaning of incompatible observables.