Building Capacity to Scaffold Online Discussion : Enhancing students' construction of knowledge and communication competencies : final report.
The literature demonstrates that positive interaction with peers is important in online learning, with benefits such as the development of new understandings and practices, a heightened sense of community, increased student satisfaction and higher retention rates. Asynchronous online discussion has...
| Institutions: | University of Wollongong Victoria University Central Queensland University University of the Sunshine Coast |
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| 主要な著者: | , , , , , |
| 出版事項: |
Australia. Dept of Education and Training (DET)
2019
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| 主題: | |
| オンライン･アクセス: | https://ltr.edu.au/resources/SD15-5131_FinalReport_Buildingcapacity_Verenikina_2019.pdf |
| 要約: | The literature demonstrates that positive interaction with peers is important in online learning, with benefits such as the development of new understandings and practices, a heightened sense of community, increased student satisfaction and higher retention rates. Asynchronous online discussion has been identified as one of the most-used modes of interaction in online courses offered in higher education. However, research continues to report that students find it difficult to engage in online discussions, with problems identified as hindering students' learning including limited interactions among participants, low contribution rates and lack of academic focus. At the same time, the literature demonstrates that factors leading to poor discussion include lack of clarity among teaching staff around how discussion works in online asynchronous contexts; students' and teachers' previous experiences with online forums being less than satisfying; and teachers' lack of time or skill in designing pedagogically sound, engaging online discussion tasks. The rationale for this project was derived from the lack of a comprehensive guide for effective online discussion that was conducive to both the students' active knowledge construction and the development of their online academic communication skills. The aim of the project was to develop and disseminate a Guide to Fostering Asynchronous Online Discussion in Higher Education – a resource providing guidance for conducting student asynchronous online discussion as a capacity-building tool to support university lecturers in promoting high-quality technology-based education. The design of the resource was underpinned by a pedagogy of social constructivism, as well as sound teaching and learning theories of sociocultural psychology and linguistics. [Executive summary, ed] |
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| ISBN: | 9781760516482 (PDF) 9781760516505 (print ed) 9781760516499 (DOCX) 9781760516482 (PDF) 9781760516505 (print ed) 9781760516499 (DOCX) |
