Discussion on Strategy Dilemmas

Hew, Khe Foon; Cheung, Wing Sum

doi:10.1007/978-1-4614-2370-6_4

Cited by 2 publications

(2 citation statements)

References 34 publications

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“…Peer facilitators who display certain attributes such as being open-minded and being aware of their own thinking tend to attract contribution from other participants (Hew & Cheung, 2009). An open-minded peer facilitator tends to foster a safe environment for participants to discuss ideas without the risk of being harshly criticized.…”

Section: Displaying Certain Habits Of Mindmentioning

confidence: 99%

“…An open-minded peer facilitator tends to foster a safe environment for participants to discuss ideas without the risk of being harshly criticized. A peer facilitator who is aware of his own thinking tends to describe their views clearly which helps other participants better understand what the discussion is about, hence enabling them to respond appropriately (Hew & Cheung, 2009).…”

Section: Displaying Certain Habits Of Mindmentioning

confidence: 99%

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Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments

Foon

2015

International Journal of Online Pedagogy and Course Design

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Online discussion forums are increasingly being utilized to provide a means for student-to-student interaction in e-learning environments. There is comparatively little research that examines peer-facilitated asynchronous online discussions compared to instructor-facilitated ones. This paper reports three studies on the motivators of student contribution in online discussions conducted within the context of peer-facilitation. These three studies involved the following samples: (a) full-time undergraduates (n = 47), (b) full-time graduates (n = 41), and (c) working adults in corporate settings (n = 62). Cross-comparison of the three studies revealed six major motivators: discussion topic, performance-linked incentive, personal gain, social capital, enjoyment, and response from other participants. Interestingly and contrary to expectations, the most common motivator was not performance-linked incentive such as marks for contribution but (a) the type of discussion topic followed by (b) the types of responses from other participants. Further analyses revealed that more graduate students reported being motivated by personal gain motives compared to undergraduates and working adults, and fewer undergraduates reported being motivated by the enjoyment of the discussion compared to graduates and working adults. More undergraduate and graduate students reported being motivated by marks compared to working adults. Synthesizing the findings of this study and those reported in other previous studies produces a more updated and comprehensive understanding of what motivates students to contribute in peer-facilitated online discussions. Implications of the findings are discussed.

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Section: Displaying Certain Habits Of Mindmentioning

confidence: 99%

Section: Displaying Certain Habits Of Mindmentioning

confidence: 99%

Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments

Foon

2015

International Journal of Online Pedagogy and Course Design

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Evaluating Microlessons in Asynchronous Learning Through a Novel Instructional Framework

Coker

2024

Optimizing Education Through Micro-Lessons

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Microlessons have existed since the 1960s, but COVID-19 caused a major shift toward online and remote education. Many online platforms, from Khan Academy to massive open online courses (MOOCs) to proprietary systems, transformed overnight with a large increase in enrollment. While some theoreticians and researchers claimed microlessons were unsuitable for all learning, the conceptual framework offers a stark disagreement: All curriculum and instructional planning would benefit from a shift to micro-lessons. The conceptual framework for asynchronous learning stems from educational psychology, resilience, attention span, and social interdependence. The evaluative framework focuses on instructional development as opposed to curricular theory and resources, based upon Coker's methods to improve student learning. Architecture, delivery, and evaluation guide the analysis and planning of instruction.

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Discussion on Strategy Dilemmas

Cited by 2 publications

References 34 publications

Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments

Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments

Evaluating Microlessons in Asynchronous Learning Through a Novel Instructional Framework

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