On-line discussions: a key to enhancing student motivation and understanding?

Larkin, Teresa L.

doi:10.1109/fie.2001.963720

Cited by 12 publications

(8 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings confirm previous research which found that there are significant cognitive benefits to be gained from online discussions including improved learning skills and quality of learning (Harasim, 1987;Larkin-Hein, 2001; Thomas, 2002;Wu & Hiltz, 2004).…”

Section: Students' Perceptions Of the Online Discussion Assessment Itemsupporting

confidence: 82%

“…Indeed, online discussions have been found to result in superior learning and reflection because they place students in "an intellectual environment that encourages active, thoughtful, and equal participation from all comers" (Althaus, 1997). For example, Larkin-Hein (2001) found that online discussions allow students to adopt a more active role in the learning experience and facilitate the acquisition of higher order thinking skills and deep learning (Aviv, 2000;Gibbs, 1992;Murphy & Coleman, 2004;Shapley, 2000). Online discussions allow students to reflect on their responses (Heckman & Annabi, 2003) and encourage "high levels of cognitive engagement and critical thinking" (Aviv, Erlich, Ravid & Geva, 2003;Thomas, 2002;Wu & Hiltz, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of online reflections: Engaging English second language (ESL) students

Birch

Volkov

2007

AJET

View full text Add to dashboard Cite

Online discussion boards are being used increasingly by tertiary educators as a tool for encouraging greater student interaction and developing learning communities. In particular, educators who have adopted a learner centered, socio-constructivist approach to teaching have sought to facilitate collaborative learning in which students reflect upon and share their experiences and perspectives, and construct knowledge together through developing shared meanings. This paper presents the findings of an electronic survey of the perceptions of 70 distance education EFL and ESL students concerning a compulsory assessment item involving contribution to an online course discussion board. The study revealed that the majority of the students enjoyed the assessment item and agreed that posting to the online course discussion board had allowed them to achieve a range of cognitive and social learning outcomes, as well as to develop some important graduate skills. In particular, ESL students reported the benefits of posting to the discussion board in terms of sharing their experiences with others and reducing the feeling of isolation. Further, when considering social outcomes, ESL students perceive the discussion board provided them with an opportunity to meet and develop a closer relationship with other students in the course and encouraged them to keep up with their studies.

show abstract

Section: Students' Perceptions Of the Online Discussion Assessment Itemsupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

Assessment of online reflections: Engaging English second language (ESL) students

Birch

Volkov

2007

AJET

View full text Add to dashboard Cite

show abstract

“…Given the degree of autonomy of a learner during an online training, Larkin-Hein [18] sees that the discussion forums represent a promising way to both achieve affective attachment and acquire an active role within the program. Althaus [19] adds that learners learn best through the use of online discussions because these latter places them in an intellectual environment that encourages active participation, reflection, and provides equality among all learners.…”

Section: B Discussion Forums: Asynchronous Communication Toolmentioning

confidence: 99%

Classifying Learners’ Cognitive Engagement From Online Discussion Using Text Mining

2017

IJLTET

View full text Add to dashboard Cite

“…Technology-supported PBL can be used to enrich interactions between employees and reduce the time constraints of the traditional training room, which is limited to interaction two hours per week. Larkin-Hein (2001) indicated that learners play an active role in the learning process through online discussion. In this study, employees are encouraged to participate in such online discussions.…”

Section: Problem-based Learning (Pbl)mentioning

confidence: 99%

Factors affecting the intention to use Facebook to support problem-based learning among employees in a Taiwanese manufacturing company

Yang¹,

Lin²

2011

Afr. J. Bus. Manage.

View full text Add to dashboard Cite

This study offers an approach for understanding factors influencing employees' acceptance and usage of Facebook as an assisted learning tool in Problem-based Learning (PBL). Based on the Technology Acceptance Model (TAM), the objectives of this study are to explore behavioral intention and the factors (perceived usefulness (PU), perceived ease of use (PEU), social influence (SI), perceived enjoyment (PE), concentration (C) and computer self-efficacy (CSE) affecting Facebook use for assisted PBL. A survey was distributed to 377 employees in a Taiwanese manufacturing company. Among the factors explored, perceived ease of use (PEU) is a stronger predictor of user influence compared to others. The study concludes with implications for researchers, educators and policy makers who are interested in using social software to support learning.

show abstract

On-line discussions: a key to enhancing student motivation and understanding?

Cited by 12 publications

References 11 publications

Assessment of online reflections: Engaging English second language (ESL) students

Assessment of online reflections: Engaging English second language (ESL) students

Classifying Learners’ Cognitive Engagement From Online Discussion Using Text Mining

Factors affecting the intention to use Facebook to support problem-based learning among employees in a Taiwanese manufacturing company

Contact Info

Product

Resources

About