This article addresses educators' concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom's taxonomy, the authors introduce the system of "original examples" and "value-added comments" that they have developed to promote engaging and meaningful discussions in which students learn course material from one another. The authors describe how to integrate this system into an online course and provide guidelines for instructor facilitation. They offer evidence that online asynchronous discussions facilitate students' learning and may be more inclusive than face-to-face discussions for some students. Finally, the authors share their observations and suggestions for implementation.

A conceptual model of the working college students' well-being was developed and tested. This study extends existing research and investigated the process by which rolebalance, role-conflict and affect are associated with a student's well-being. Data were obtained from a sample of 320 full-time college students (18-23 years old) who had either a full and a part-time paid job. The model was tested using structural equation modeling. Results supported the proposed conceptual model as well as the enrichment and depletion arguments of students' engagement in multiple roles and their well-being.

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 generally view themselves as having attributes that equip them for online learning. Additionally, courselevel factors affect students' online learning experiences. Specifically, students in qualitative (vs. quantitative) courses and in introductory (vs. advanced) classes reported more positive perceptions of their online learning and various aspects of their coursework.

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PurposeThe authors used signaling theory to explain negative perceptions of individuals on the autism spectrum (IotAS) in the job interview and explored whether parasocial contact could improve perceptions.Design/methodology/approachParticipants were randomly assigned across six experimental conditions. Some received information that IotAS' social and communication differences prevent them from attaining jobs they could perform (information), some received this information and watched a video showing IotAS working competently (parasocial contact) and others were exposed to neither information nor video (control). Participants then watched a mock interview of a job candidate presenting as an IotAS or neurotypical and gave their first impressions of him, perceptions of his job suitability and selection decision.FindingsParticipants had less favorable first impressions of the IotAS-presenting candidate and perceived him as having lower job suitability and were therefore less likely to select him. Parasocial contact had no effect. However, participants who had received information that IotAS' differences keep them from being hired for jobs they could do perceived the IotAS-presenting candidate as more suitable for the job and had greater intentions to interact with and select him.Originality/valueThe authors enhance understanding of autism in the workplace by explaining how IotAS' signaling behavior during a job interview impedes their selection. The authors also provide evidence that a brief message that IotAS' social and communication differences keep them from securing jobs they could perform can promote IotAS' selection by focusing decision-makers on their job-relevant qualifications.