Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Brokensha, Susan; Greyling, Willfred

doi:10.20853/29-4-502

Cited by 4 publications

(12 citation statements)

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“…Confusion occurs when the instructor's expectations about the discussion activities and students' understanding about the assignment do not align (Brokensha & Greyling, 2015). Thus, educating students about exactly what is expected in discussion board assignments is vital to enabling them to engage at the expected level.…”

Section: The Impact Of Program-wide Discussion Board Grading Rubric Omentioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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Abstract:In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty often spends a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Facilitating and evaluating online discussion assignments can seem overwhelming and time-consuming for instructors. Students may feel the online discussion forum assignments lacks clarity and be at a loss on how to proceed. Incongruity about the assignment occurs when the instructor’s expectations about the discussion activity and the students' understanding about the assignment’s expectations do not align. This article will review a collaborative process used to align instructor expectations and student understanding for the express purpose of evaluating online discussion board assignments in a fair and objective manner.

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Section: The Impact Of Program-wide Discussion Board Grading Rubric Omentioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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“…Students may find little to no value in participating in discussions because they feel doing so is busywork that is merely meant to satisfy a requirement (Buelow et al, 2018;Martin & Bollinger, 2018). Because of this preconception among students, discussions rarely go beyond knowledge and information sharing to reach knowledge construction and application (Brokensha & Greyling, 2015;Domakin, 2013;Gao, 2014;Jarosewich et al, 2010). In response to the prescribed read-write-post pattern that is often used in many online courses, the researchers recommend using instructional strategy alternatives (such as role-play, debate, and images) to enliven or add "zest" to an online course (Berry & Kowal, 2019).…”

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confidence: 99%

“…Garrison et al (2000) argue that cognitive presence, the extent to which students apply higher-order critical thinking skills, is crucial for students to be able to engage with content in online discussions. When students interact with content in ways that allow them to construct new meaning from their learning, they continue to build on their prior knowledge, forming a deeper connection to the content itself, and are able to interact more meaningfully with others (Brokensha & Greyling, 2015;Galikyan & Admiraal, 2019;Jarosewich et al, 2010;Wang & Chen, 2008).…”

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confidence: 99%

“…Previous research shows the need for instructional strategies that push students beyond information sharing into knowledge construction (Brokensha & Greyling, 2015;Darabi et al, 2011;Domakin, 2013;Gao, 2014;Jarosewich et al, 2010). The purpose of this study is to examine role-play as an online discussion instructional strategy and to determine whether it fosters critical thinking and student engagement.…”

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confidence: 99%

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Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking

Berry

Kowal²

2022

OLJ

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Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push students further in their interactions with both the content and each other. In this case study, the role-play strategy was examined to determine whether it fosters critical thinking and student engagement. Student discussion transcripts were examined from an online, self-paced human biology course using both Garrison et al.’s four-phase model of cognitive presence and Gunawardena et al.’s five-stage model of knowledge construction to look for evidence of higher-order thinking. Furthermore, the transcripts were examined qualitatively for phrasing that signified evidence of student engagement. The findings indicate that the role-play instructional strategy, when used in online discussions, does support student engagement and critical thinking. This strategy places students in authentic, real-world contexts and enables them to explore different perspectives while engaging with the content to discover new knowledge and construct new meaning. The research presented here also supports evidence that written reflection should be incorporated when employing the role-play strategy. Based on the insights from this study, the researchers have developed a framework for students to achieve deeper, more engaging online discussions. This framework is called the “Framework for Student Engagement and Critical Thinking in Online Discussions.”

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“…However, we remained attuned to an ethno-methodological approach, remaining open to what we viewed and recorded in classroom observations (Turner, 1974). We also did not consider incongruities that educators and learners experienced in enacting their processes (Brokensha and Greyling, 2015). A last point to be made is that the interplay between effectiveness and efficiency in the online mode, specifically the impact of class sizes and the level of learner autonomy of any given cohort of learners, requires investigation.…”

Section: Discussionmentioning

confidence: 99%

A tanulói beszédidő növelése az online tanórán

Gonda

2021

Anyanyelv-pedagógia

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One of the barriers smashed during the COVID19 pandemic has been educator reluctance to use technology-based delivery in their educational practices. The pandemic has created opportunities for institutes and individual educators to strength test their resilience in the face of disruption and challenge (Dohaney, de Rόiste, Salmon and Sutherland, 2020). In this report, we summarise key discursive features of Zoom-based lessons of educators who embraced the challenge. We show that these discourse features are typically associated with tutors' authority as educators and professionals in their vocational fields. The latter allows them to design interactive spaces where they control the discourse, often creating common ground with their learners before designing speech exchanges systems where increasingly classroom participants engage in learner-learner, learner-tutor and learner-class exchanges. Zoom-based delivery reflects typical initiation-response-feedback exchanges (Bax, 2011, Sinclair andCoulthard, 1992), sometimes within a local-allocational turn-by-turn and teacher-directed approach (Mehan, 1979;McHoul, 1978), or a more global-allocational approach where the tutor structures group and pair work (i.e. a complex response), followed by a tutor-mediated and socially-constructed feedback stage (i.e. complex feedback) (Greyling, 1995). Literacy-embedded practices are required to be deliberate and strategic -these discursive strategies, once in the candidate's awareness and available for conscious use, can be developed further and elaborated as part of capability development. In the face of limited evidence of the impact of the pandemic and the enforced move into online delivery on student success rate, we conclude that the discourse patterns of Zoom sessions can at least be viewed as meeting the requirements of socially distributed teaching and learning (Markee, 2015;Cubero and Ignacio, 2011). Following Whittingham's (2019) geo-semiotic argument for literacy development, we argue that the resources, people, objects, technology, materials and activities in an online environment can be configured to achieve outcomes for learners (Whittingham, 2019). The discursive features also reveal the relationship between the intentions of the educator and the interactive skill and moment-by-moment improvisation needed to enact preplanned events (Twiner, Littleton, Coffin and Whitelock, 2014).

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Dispelling e-myths and pre-empting disappointment: Exploring incongruities between instructors intentions and reality in asynchronous online discussions

Cited by 4 publications

References 50 publications

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking

A tanulói beszédidő növelése az online tanórán

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