Year: 2015
Type: dissertation
Abstract: When the asynchronous online discussion (AOD) environment was first introduced there was much enthusiasm about the potential of this new discussion space for enhancing student learning.However, after over two decades of AOD use, there is still concern about the realisation of the anticipated benefits, especially those associated with high order thinking skills such as critical thinking.Research aimed at findings ways to enhance student learning outcomes in AOD has examined many different factors and conditions.Though there has been consistency in the findings of the research within many areas, at the same time there are still unresolved issues relating to the use of assessment, the type of instructor support and how an AOD should be designed and implemented.The aim of the research described in the thesis was to investigate how student learning outcomes may be enhanced in AOD, by investigating the conditions conducive to quality discussion and factors facilitating student learning.The research objective was addressed through two studies.The research in Study 1 investigated instructor perspectives of factors influencing the levels of success achieved in student thinking skills, collaborative learning and communication skills.The results of Study 1 showed that higher levels of achievement could be achieved by the use of assessment, with assessment of the AOD contributions being the most common approach.The use of a post-AOD assessment was relatively uncommon viii CHAPTER 9 STUDY 2 RESULTS ........
Author: Chris Klisc
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: McGill University
OpenAlex ID: W571311562