Extending the classroom boundaries – an evaluation of an asynchronous discussion board

Rainsbury, Elizabeth; Malcolm, P

doi:10.1080/0963928032000049366

Cited by 18 publications

(22 citation statements)

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“…In most classes, a sizable proportion of students reported that they were more comfortable participating in online discussions than in discussions in face-to-face classes (Question 7, from 28.54% to 82.35%). These results confirm previous research (Al-Shalchi, 2009;Arbaugh, 2000;Neidorf, 2006;Rainsbury & Malcolm, 2003;Young, 2008), indicating that an online discussion board is a welcome forum for those students who want to contribute but dislike public speaking. (We offer a post hoc explanation for the relatively low percentage, i.e., 28.54%, of students in one section of the upper-level elective indicating that they were more comfortable participating in the online discussion board than in a face-to-face class: Not only was this one of their last classes before graduation but they had also already taken many courses together in which they had been encouraged to participate in classroom discussions.…”

Section: Survey Feedback From Studentssupporting

confidence: 94%

Enhancing Discussions in the Asynchronous Online Classroom

Comer

Lenaghan

2012

Journal of Management Education

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This article addresses educators' concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom's taxonomy, the authors introduce the system of "original examples" and "value-added comments" that they have developed to promote engaging and meaningful discussions in which students learn course material from one another. The authors describe how to integrate this system into an online course and provide guidelines for instructor facilitation. They offer evidence that online asynchronous discussions facilitate students' learning and may be more inclusive than face-to-face discussions for some students. Finally, the authors share their observations and suggestions for implementation.

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Section: Survey Feedback From Studentssupporting

confidence: 94%

Enhancing Discussions in the Asynchronous Online Classroom

Comer

Lenaghan

2012

Journal of Management Education

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“…de Lange et al (2003) investigated the use of the online learning system, WebCT, and found that various design features of WebCT, such as the provision of lecture notes, use of bulletin board and online assessment significantly influenced the level of student satisfaction. Rainsbury and Malcolm (2003) focused on whether students perceived the use of an online discussion board as beneficial to their learning. Whilst results showed that the use of the discussion board contributed positively to students' perception of increased learning, this had an insignificant impact on their final examination performance.…”

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confidence: 99%

A framework for investigating blended learning effectiveness

Wong

Tatnall

Burgess

2014

Education + Training

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Purpose -The move towards "blended learning", consisting of a combination of online and face-to-face teaching, continues to gain pace in universities around the world. It is important, however, to question the quality of this learning. The OECD has made use of a model of "Readiness, Intensity and Impact" for investigating the adoption and use of eBusiness technologies. The purpose of this paper is to propose a framework, based on this model and adapted for blended learning, to assess the readiness, intensity of adoption and impact on blended learning offerings. The framework is tested via a description of how one university has adopted and used blended learning, and investigates the quality of the learning from this approach. Design/methodology/approach -The framework is tested via a case study involving the assessment of a blended learning approach to the delivery of a first-year undergraduate accounting unit at Victoria University, Australia. Various approaches to delivery are assessed over a two-year period. The results are drawn from a survey specifically designed to identify students' attitudes towards blended learning. Findings -Despite having three new online options readily available for students to access, there was strong support for face-to-face delivery methods. In relation to the framework, the assessment suggested that certain aspects of the university's blended learning approach could be investigated further (particularly student readiness for different blended learning options and an overall assessment of the impact of a blended approach), to provide a more holistic view of the readiness to adopt and impact of the blended learning offerings. Originality/value -The value of this contribution lies in the development of a unique framework to assess the impact of blended learning approaches from the viewpoint of student readiness and intensity of separate delivery approaches -whilst maintaining the need to evaluate the effectiveness of blended learning as an overall package.

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“…There are also lower barriers to entry for individuals normally underrepresented in classroom discussions. Women (Caspi, Chajut, & Saporta, ; Wolfe, ), students with English as their second language (Rainsbury & Malcolm, ), and more introverted (Amichai‐Hamburger, Winapel, & Fox, ; Caspi, Chajut, Saporta, & Beyth‐Marom, ) or nervous (Majid, Yang, Lei, & Haoran, ) students may feel more comfortable communicating in an online discussion than in traditional classrooms. Students who prefer more time to formulate their thoughts also benefit from online discussions (Andersen, 2009; Majid et al, , 2014).…”

mentioning

confidence: 99%

The effects of instructor participation and class size on student participation in an online class discussion forum

Parks‐Stamm¹,

Zafonte²,

Palenque³

2016

Brit J Educational Tech

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Student participation in online discussion forums is associated with positive outcomes for student achievement and satisfaction, but research findings on the impact of class size and instructors’ participation on student participation have been mixed. The present study analyzed the frequency of instructor and student posts in asynchronous discussion forums in 500 online courses to examine factors contributing to student participation. Results showed significant effects of both class size and amount of instructor participation, with a significant interaction between the two. In medium class sizes (with 15–30 students), amount of instructor participation did not predict the number of posts per student, but in smaller classes, significant differences in student participation were found depending on amount of instructor participation. Implications for fostering student participation in online discussion forums and interpreting research in this area are discussed.

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Extending the classroom boundaries – an evaluation of an asynchronous discussion board

Cited by 18 publications

References 0 publications

Enhancing Discussions in the Asynchronous Online Classroom

Enhancing Discussions in the Asynchronous Online Classroom

A framework for investigating blended learning effectiveness

The effects of instructor participation and class size on student participation in an online class discussion forum

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