Barriers to online critical discourse

Rourke, Liam; Kanuka, Heather

doi:10.1007/s11412-007-9007-3

Cited by 76 publications

(42 citation statements)

References 65 publications

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“…For various reasons, some students may avoid giving critical feedback to the learning peers while some others may prefer not to receive critical feedback from their learning peers. These reasons include psychological, emotional, and social barriers for giving and receiving critical feedback such as fear of losing face or getting into a fight with learning partners [16], and perceiving critiques and counterarguments as personal attacks [17]. For example, there are students who would be reluctant to oppose and disagree with their learning peers, while others may not appreciate being challenged themselves [18].…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Noroozi

Mulder

2016

Biochem Molecular Bio Educ

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This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences.

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Section: Introductionmentioning

confidence: 99%

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Noroozi

Mulder

2016

Biochem Molecular Bio Educ

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“…The technological presence-The technological presence is defined as a wide range of behaviors that constitute the online interaction styles of the students. Based on a selection of the records of these behaviors that we look for in the online learning environment is what constitutes the technological presence [13,14].…”

Section: Units Of Analysismentioning

confidence: 99%

Learning Analytics: Online Higher Education in Management

Virgili¹,

Bellot-urbano²

2018

Proceedings of the 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018)

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Abstract. Learning analytics are a set of methods and techniques that collect, process, inform and successfully produce machine-readable data continuously to analyze the educational process and allow taking improvement decisions. The research aim is to develop and verify an instrument, based on theoretical contributions accepted by the international community, can evaluate the quality of online higher education in management based on the Learning Analytics methods. The online teaching-learning model in management proposed that students' actions focused on an educational activity should be in the central position. This online teaching-learning model in management have been proposed according five components: the management of the institution, the technological presence, the instructional design, the intra-psychological component and the inter-psychological or social component. Based on the Teaching and Learning in Online Education Institutions in Management has been created and provided an instrument that collects the dimensions, categories and variables of each component. The components analyzed show that the dimensions, categories and variables for each are adequate to support the analysis of online higher education institutions in management.

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“…Faculty may structure the class well, administer it effectively, and respond to students without guiding deep understanding, critical inquiry, and application (Richardson & Ice, 2010); they can engage in many teaching behaviors but not support higher levels of cognitive presence (Rourke & Kanuka, 2007). As a result, some students may individually wrestle with concepts, integrate and apply information, but they would not do this work together, creating lower levels of agreement about cognitive presence.…”

Section: The Effect Of Teaching Presence Levels and Agreement On Commmentioning

confidence: 99%

The teacher as leader: Effect of teaching behaviors on class community and agreement

Rubin

Fernandes

2013

IRRODL

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This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and agreement about the community of inquiry. They are tested with a sample of 874 students in 126 online courses. The aggregate class level and strength of agreement about the teaching presence have significant effects on the level and agreement about cognitive presence and social presence. Although the aggregate levels and agreement about community of inquiry are related, different patterns emerge.The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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Barriers to online critical discourse

Cited by 76 publications

References 65 publications

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Learning Analytics: Online Higher Education in Management

The teacher as leader: Effect of teaching behaviors on class community and agreement

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