Foster strengths and circumvent weaknesses: Advantages and disadvantages of online versus face-to-face subgroup discourse

Qiu, Mingzhu; McDougall, Douglas

doi:10.1016/j.compedu.2013.02.005

Cited by 52 publications

(25 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, they are still more familiar with the discussion strategies in F2F contexts such as comprehension and interaction strategies. This result seems to be consistent with most prior studies, which have found that OA situations successfully lower the social pressure caused by traditional F2F discussion (Campbell, Gibson, Hall, Richards, & Callery, 2008;Qiu & McDougall, 2013). However, while further examining the gender differences within and between groups regarding the above four dimensions of discussion strategies, this study has found some interesting results.…”

Section: Discussionsupporting

confidence: 91%

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Tsai

Liang

Hou

et al. 2015

AJET

View full text Add to dashboard Cite

<p>This study examined the gender difference in students’ perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale was developed to examine students’ discussion strategies for both contexts in four dimensions: comprehension, interaction, elaboration and anxiety. The results show that no gender difference was found within the face-to-face context; however, within the online asynchronous context, the females perceived themselves better than did the males regarding their elaboration strategies. Although both genders experienced less anxiety in asynchronous discussion, the males perceived themselves as having better strategies in face-to-face discussion than in asynchronous discussion and the females perceived themselves as having about the same level of sophistication in both contexts. This study provides an in-depth observation of how both genders adapt themselves to different discussion contexts. We conclude that female students adapted themselves, as strategic learners, better than the males in asynchronous learning situations in which the male students were not as active as they were in traditional face-to-face discussion contexts.</p>

show abstract

Section: Discussionsupporting

confidence: 91%

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Tsai

Liang

Hou

et al. 2015

AJET

View full text Add to dashboard Cite

show abstract

“…Sin embargo, en muchas ocasiones estas interrupciones se producen por el retraso en la señal y resulta muy complicado de controlar. Somos conscientes que no tuvimos suficiente tiempo para abordar de manera correcta ciertos temas como la interdisciplinariedad (Smith y Parack, 2018;Spelt et al, 2017), que es una cuestión esencial en la asignatura de Metodología Arqueológica. La formación de los estudiantes de la asignatura es básicamente de humanidades, y muchos de ellos no están familiarizados con el uso de las TIC aplicadas a la arqueología.…”

Section: Observaciones Y Posibles Mejorasunclassified

Respuesta docente frente a la pandemia de la COVID-19: el uso de Blackboard y Flipped Teaching en la asignatura de Metodología Arqueológica

Gallello

López

Castillo

2020

Libro De Actas IN-RED 2020: VI Congreso De Innovación Edicativa Y Docencia en Red

View full text Add to dashboard Cite

El sistema educativo universitario se basa en gran medida en clases presenciales. Un evento inesperado como la pandemia de la COVID-19, que estalló durante los primeros meses del 2020, llevó a las autoridades a declarar el estado de alerta y a tomar, entre otras medidas, la interrupción de la actividad docente presencial. El profesorado universitario tuvo que adaptar la actividad docente a un sistema, para muchos, novedoso: la docencia en línea. Este trabajo tiene como objetivo mostrar los instrumentos y las estrategias empleadas para dar una rápida respuesta a una situación de emergencia. Nuestro caso se centra en la enseñanza de una asignatura de tercer curso del Grado de Historia en la Universitat de València: metodología Arqueológica, adaptada a un sistema de tutorías y clases por e-learning.El empleo de Blackboard Collaborate ha demostrado ser una herramienta muy positiva que complementa el aula virtual simple y potencia la enseñanza y la tutoría en línea, implementada con cuestionarios en Moodle y Kahoot!. Esta plataforma, en colaboración con el modelo pedagógico de aula inversa como modalidad de aprendizaje, ha sido una estrategia motivadora y efectiva para el estudiantado. Esta adaptación ha permitido mantener la trasmisión de los contenidos con resultados de aprendizaje positivos.

show abstract

“…Students and nursing instructors have positive attitudes toward this innovative educational method and are keen to use it (Hay Benjamin et al 2017). Nowadays, nursing students spend most of their time on the use of a mobile device, that can increase their knowledge level (Hsu et al 2018;Qiu & Mcdougall, 2013). Using smartphones can facilitate learning and reduce students' fear of the clinical environment (Kek & Huijser 2017).…”

Section: Introductionmentioning

confidence: 99%

Prehospital Trauma Management: Evaluation of a New Designed Smartphone Application

Balajelini

Ghezeljeh

2018

JCCNC

View full text Add to dashboard Cite

Background: Regarding the undeniable role of nurses in caring for patients with trauma, a suitable method is required for the education of nursing students to meet their needs. In this study, first we designed an educational smartphone application for pre-hospital trauma management and then nursing students evaluated its usefulness. Methods: This applied study has a cross-sectional design and conducted to develop a mobile application. A total of 41 undergraduate nursing students participated in this study. They were selected through the census method from Iran University of Medical Sciences in 2018. The educational content of the application was developed based on the available standard skills required for prehospital trauma management. The study sample first received routine education. Then they used the application to handle and manage care for traumatic patients for one month. The students' satisfaction with the application was measured using a software called application satisfaction questionnaire. The obtained data were analyzed by descriptive statistics in SPSS V. 21. Results: After designing the application, 97.6% of the students reported that the classification of data in the application was appropriate. From their point of view (92.7%), the application also provided the required information for the appropriate patient's care in trauma situations. All students reported that the application, its links to web pages, movies, texts, and images were easy to use. About 95% of the students reported that graphic components, colors, and moving between pages were easy. Most were satisfied with the application and recommended its use to other undergraduate nursing students. The majority of them (80.5%) used the application consistently and suggested (80.5%) that the same application should be prepared for other courses. Conclusion: The application was reported to be easy to use for trauma management and students were generally satisfied. Therefore, it can be used to facilitate the educational process and help students learn at any time and place.

show abstract

Foster strengths and circumvent weaknesses: Advantages and disadvantages of online versus face-to-face subgroup discourse

Cited by 52 publications

References 38 publications

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Males are not as active as females in online discussion: Gender differences in face-to-face and online discussion strategies

Respuesta docente frente a la pandemia de la COVID-19: el uso de Blackboard y Flipped Teaching en la asignatura de Metodología Arqueológica

Prehospital Trauma Management: Evaluation of a New Designed Smartphone Application

Contact Info

Product

Resources

About