Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course

Strang, Kenneth David

doi:10.1080/08832323.2010.510153

Cited by 21 publications

(9 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Therefore this was part of the pedagogy. In a similar fashion, Strang (2011a) found that students improved their learning when they applied conversation theory in a form of group collaboration. He used an online asynchronous forum to facilitate group collaboration outside of the classroom.…”

Section: Literature Reviewmentioning

confidence: 74%

Effectiveness of instructor-led collaborative learning in the classroom

Strang

2015

Journal of Applied Research in Higher Education

Self Cite

View full text Add to dashboard Cite

Purpose – Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument. Design/methodology/approach – A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics, correlation analysis along with a General Linear Model (GLM) ANCOVA were applied to test the hypothesis at the 95 percent confidence level. Findings – A statistically significant model was developed using multiple regression in a Generalized Linear Model. The regression model developed in this study was able to capture 51 percent of variance on the exam score, using four predictors were (in order of importance): SAT, pedagogy, GPA, and gender. Research limitations/implications – The GLM regression model proved that collaborative learning as pedagogy could increase standardized exam scores, since the only variation between the treatment vs control group was the pedagogy. Prior ability was still the most influential factor in the model, but when it was controlled for, pedagogy (collaborative learning) was shown to help students in the test group make a significant increase in exam score. Practical implications – Business schools and other disciplines could apply the collaborative learning as a pedagogy to help students increase high-stakes exam scores, regardless of their gender, age, or prior ability. Several ideas were mentioned for replacing existing high-stakes exams. Originality/value – A high degree of experimental control was imposed and the common predictors identified in the literature were tested to control for confounding influences. The researcher reflected on what really worked as techniques within the collaborative learning pedagogy process.

show abstract

Section: Literature Reviewmentioning

confidence: 74%

Effectiveness of instructor-led collaborative learning in the classroom

Strang

2015

Journal of Applied Research in Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Similarly, Sebastianelli and Tamimi (2011) found that online MBA students rated professor-student interaction to be the most useful feature in learning quantitative content (statistics and management science) online. Sher (2009) found that both types of interaction (instructor to student and student to student) had a significant and positive impact on student learning and satisfaction in online courses from various professional programs (tourism, project management, and health sciences), and Strang (2011) found that higher levels of asynchronous knowledge sharing and conversation theory interactions among students (student-student interaction) improved academic performance (i.e., higher grades) in an online management information systems course.…”

Section: Interaction-related Factorsmentioning

confidence: 97%

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Sebastianelli

Swift

Tamimi

2015

Journal of Education for Business

102

View full text Add to dashboard Cite

The authors examined how six factors related to content and interaction affect students' perceptions of learning, satisfaction, and quality in online master of business administration (MBA) courses. They developed three scale items to measure each factor. Using survey data from MBA students at a private university, the authors estimated structural equation models to explore these relationships empirically. The findings suggest that course content is the strongest predictor of all three outcomes (perceived learning, satisfaction, and quality); it is the only significant factor affecting perceived learning. They also found that professorstudent interaction had a significant positive impact on satisfaction, but not on perceptions of quality. Perceptions of quality were influenced significantly by student-student interaction and mentoring-support.

show abstract

“…Over the years, more educational studies have linked students' perceptions of online discussions to participation in AODs (Lee, 2013). Furthermore, there are several studies that support the view that a positive correlation exists among the students' participation (total number of messages posted and total system access) and students' learning achievement measured by end-of-semester grade (Morris, Finnegan, & Sz-Shyan, 2005;Palmer, Holt, & Bray, 2008;Shaw, 2013;Strang, 2011). Generally, active learners in online courses outperform less active learners in their final course grades (Wilson, Pollock, & Hamann, 2007).…”

Section: Introductionmentioning

confidence: 99%

Peer moderation of asynchronous online discussions: An exploratory study of peer e-moderating behaviour

Ghadirian¹

2016

AJET

View full text Add to dashboard Cite

<p>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’ interventions were analysed based on Smet, Keer, Wever, and Valcke’s (2010) scheme. The descriptive results show information exchange and knowledge construction supports were of continuous importance. Finally, a cluster analysis identified three distinct patterns of e-moderating behaviour: low-level moderators, mid-level moderators, and high-level moderators. The clusters differed in types of e-moderating support as well as their patterns of participation. High-level moderators dominated knowledge construction support and showed high level of online participation. Mid-level moderators dominated information exchange support and exhibited a moderate level of participation. Socialisation support and low level of participation were characteristics of low-level moderators. We further examined how these approaches were related to peer moderators’ perceptions of online discussions and academic performance. The results indicate that high-level moderators scored highest on all aspects of perceptions of online discussions and outperformed peer moderators in the other clusters with regard to academic performance.</p>

show abstract

Asynchronous Knowledge Sharing and Conversation Interaction Impact on Grade in an Online Business Course

Cited by 21 publications

References 42 publications

Effectiveness of instructor-led collaborative learning in the classroom

Effectiveness of instructor-led collaborative learning in the classroom

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach

Peer moderation of asynchronous online discussions: An exploratory study of peer e-moderating behaviour

Contact Info

Product

Resources

About