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

Allan, Mary

doi:10.19173/irrodl.v5i2.188

Cited by 22 publications

(25 citation statements)

References 11 publications

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“…Based on these reviews, instructors will have a better basis for providing feedback that will help learners engage in interactions that are more than superficial. Allan [74] describes an innovative approach for providing instructors with visualizations of instances of meaning construction and knowledge advancement within online discussion forums. Such a visual approach is especially important in situations where the number of students in a online discussion group is larger than recommended [70].…”

Section: Giving Appropriate Feedbackmentioning

confidence: 99%

Interaction in Asynchronous Web- Based Learning Environments: Strategies Supported by Educational Research

Woo¹,

Reeves²

2019

OLJ

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Because of the perceived advantages and the promotion of Web-based learning environments (WBLEs) by commercial interests as well as educational technologists, knowing how to develop and implement WBLEs will probably not be a choice, but a necessity for most educators and trainers in the future. However, many instructors still don’t understand the most effective strategies for designing and implementing effective WBLEs even though numerous studies have demonstrated that the success or failure of online learning depends largely on the quality of interaction within those learning environments. Indeed, it has been said learning is impossible without meaningful cognitive interaction. However, this kind of interaction does not occur by itself. The primary goal of this paper is to explore the importance and characteristics of meaningful interaction in online learning, especially in asynchronous contexts. A secondary goal of this paper is to present several pragmatic strategies for improving meaningful interactions in WBLEs on the basis of a review of relevant research literature.

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Section: Giving Appropriate Feedbackmentioning

confidence: 99%

Interaction in Asynchronous Web- Based Learning Environments: Strategies Supported by Educational Research

Woo¹,

Reeves²

2019

OLJ

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“…A quality on-line educational experience requires consistency, steady participation and timely reinforcement (Dykman and Davis, 2008b). Just reading and responding to posted messages posted by participants (Allan, 2004), lacks an overview to support the process through which knowledge is constructed and developed. Irwin and Hramiak (2010) suggest the need to progress forum activities through stages in which the trainees learn the vocabulary of teaching before reflecting on their own identity and complete authentic assessments and activities identifying them as teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

On line forums: implications for mental health nurses

Mitchell

Rowe²,

Counihan³

2013

The Journal of Mental Health Training, Education and Practice

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PurposeThe purpose of this paper is to critically examine the evidence for the use of on‐line forums within education and their use in working with service users with mental health problems. The paper also outlines the key characteristics of the online facilitator. The authors propose that nurse education is well placed to develop students on‐line forum participation and moderation programme.Design/methodology/approachThe authors reviewed the literature to assess the current evidence.FindingsMuch of the literature was international, mainly from Asia Pacific, the USA and Europe but there was limited research and position papers from the UK. The use of forums was discussed but there is a paucity of research, particularly in relation to the use of on‐line forums within mental health. The literature identifies and gives an insight into the complexities of using on‐line forums.Research limitations/implicationsResearch limitations: this is a systematic literature review but only English language papers were consulted. Also the authors drew on their personal experiences of working with students in an on‐line learning environment to inform this paper. Implications: educators need to develop a change in attitude with regard to the use of on‐line learning. Many are used to face‐to‐face teaching and still regard it as the most stimulating and appropriate way for knowledge development. Specific collaborative and interactive skills are considered to be desirable when engaging in on‐line forums. These have to be learned by both the moderator and the students. Mental health nurses should be encouraged to perceive the skills of forum facilitation in a positive way when engaging with service users and can add to their repertoire of skills.Practical implicationsThe authors suggest that more research is needed within this area on on‐line forums, with particular emphasis on how student nurses engage in on‐line forums. It is felt that nurses, given proper preparation and effective training, are well placed to carry out the role. Partnership working could be developed with universities and NHS Trusts to develop Trust's staff skills and expertise in the moderation of forums, as universities have the skills and experience. However supervision would be essential for moderators to develop appropriate pedagogic tools to facilitate what is a complex process.Social implicationsThe authors suggest making better use of available technology and empowering the service user to take ownership of the way they engage with professionals.Originality/valueThis appears to be an area that is under researched and considering the increasing usage of social networking as a means of peer support, there is scope for this to be transferred to professional practice.

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“…Es tan relevante este aspecto que la investigación dentro del diseño de plataformas virtuales tiene en este punto una clara tendencia de trabajo. Investigaciones como la de Allan (2004) apuntan a diseñar la manera que tienen los tutores de obtener información específica, organizada y gráfica sobre las participaciones en un momento dado, con el fin de que puedan analizar y orientar las discusiones de manera efectiva. El punto central son los procesos de retroalimentación, para ello este autor propone el diseño de herramientas que permitan la visualización de las discusiones y así captar tanto las necesidades individuales como las grupales que pueden estar implícitas en una discusión.…”

Section: Joaquín García Carrasco Gloria María áLvarez Cadavidunclassified

“…Esta dedicación se compensa con la «memoria» del espacio de interacción y las utilidades investigativas de tenerlo permanentemente a disposición En la misma línea de la investigación de Allan (2004) pero centrado no sólo en los tutores sino en los estudiantes, Siegel y otros (2004) proponen un rediseño de la interfaz de usuario en donde se puedan visualizar esquemas de las discusiones, que representen el poder social de las intervenciones, es decir, los estudiantes pueden ver mediante gráficos qué participaciones son las que más interlocución han tenido y cómo se tejen las cadenas dialógicas en un foro; mediante círculos se representan las intervenciones y cuanto más grandes sean éstos mayor número de participaciones se incluyen. (Allan, 2004;Siegel, Ellis y Lewis, 2004). Esta técnica se sigue empleando para la radiografía de grupos, mejorada estadísticamente, aplicándose al estudio de redes sociales en Internet; existe software comercial www1 y software libre.…”

Section: Joaquín García Carrasco Gloria María áLvarez Cadavidunclassified

Reconfiguration as subjects of communication: implications for virtual environments for educational purposes

Carrasco¹,

Cadavid²

2008

RUSC. Univ. and Know. Soc.

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

Cited by 22 publications

References 11 publications

Interaction in Asynchronous Web- Based Learning Environments: Strategies Supported by Educational Research

Interaction in Asynchronous Web- Based Learning Environments: Strategies Supported by Educational Research

On line forums: implications for mental health nurses

Reconfiguration as subjects of communication: implications for virtual environments for educational purposes

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