Case study of creativity in asynchronous online discussions

Corfman, Timothy; Beck, Dennis

doi:10.1186/s41239-019-0150-5

Cited by 23 publications

(21 citation statements)

References 12 publications

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“…Indirect instruction, also known as asynchronous instruction, is a type of communication in which students communicate with the teacher and classmates at different times through e-learning platforms. Asynchronous discussion boards allow a large number of students to participate and interact with one another on a specific topic (Corfman & Beck, 2019). They provide students with indirect interaction with their course content in a variety of interesting and versatile ways (Lalima & Dangwal, 2017).…”

Section: Remote Online Learningmentioning

confidence: 99%

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Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Ngo¹,

Budiyono²,

Ngadiman³

2021

JICE

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This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota's Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia's remote online learning environment.

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Section: Remote Online Learningmentioning

confidence: 99%

“…They provide students with indirect interaction with their course content in a variety of interesting and versatile ways (Lalima & Dangwal, 2017). Along with teacher-developed online materials, asynchronous discussion boards are frequently used as a central component of courses (Corfman & Beck, 2019).…”

Section: Remote Online Learningmentioning

confidence: 99%

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Ngo¹,

Budiyono²,

Ngadiman³

2021

JICE

View full text Add to dashboard Cite

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“…Within online learning management systems such as Moodle, asynchronous discussion boards are a central component of many courses (Cho & Tobias, 2016; Pena-Shaff & Altman, 2015). Gao et al (2013) identified four ways that online instructors organize asynchronous online discussions, the most common of which was termed as a constrained environment wherein instructors provide students with frames of reference or sentence starters to orient students toward certain responses (Corfman & Beck, 2019). In identifying ways that teachers can cooperatively facilitate the communication of learner beliefs beyond self-reported survey responses, Zhong (2012) suggested structuring opportunities into the curriculum.…”

Section: Methodsmentioning

confidence: 99%

Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept

Rivers

Vallance

Nakamura

2021

Journal of Educational Technology Systems

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With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.

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“…According to Abdous (2011) and Corfman and Beck (2019) feedback quality should cover constructive criticism, encouragement, fixing misconceptions and give further information. Berge (2008) stated automation allows advanced ways of providing feedback to learners.…”

Section: D) Feedback For Studentsmentioning

confidence: 99%

Administering Classes in Virtual Learning Environment: Facilitations, Principles, Educators’ Roles and Interactions

Usemahu

Fernandita

2021

ETERNAL

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This study investigates teachers’ competencies in the implementation of facilities, principles, educators’ roles, and interactions in the Virtual Learning Environment (VLE). Using explanatory sequential mixed method, it aims to examine whether all those competencies such as learning system tools and resources, technology quality, and workload management are considered throughout the learning process. In total, 102 students from the Faculty of Tarbiyah and Teachers’ Training at Antasari State Islamic University were involved in the survey. Fourteen of them, as well as three lecturers, were then interviewed. The results indicate that despite students’ limited access to the internet, lecturers attempt to provide all students’ facilities. However, in some departments, various learning activities, monitoring, and feedback still need to be improved. The lecturers generally execute the principle of the virtual learning environment. The students mostly believe that lecturers are aware of their roles, and manage their interactions well. In conclusion, the study suggests teachers’ competencies in the virtual learning environment and calls for further studies in this subject.

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Case study of creativity in asynchronous online discussions

Cited by 23 publications

References 12 publications

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Investigating student satisfaction in remote online learning settings during covid-19 in indonesia

Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept

Administering Classes in Virtual Learning Environment: Facilitations, Principles, Educators’ Roles and Interactions

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