Pretest Online Discussion Groups to Augment Teaching and Learning

Kuhn, Jonathan R. D.; Hasbargen, Barbara J; Miziniak, Halina

doi:10.1097/ncn.0b013e3181ec28d4

Cited by 4 publications

(1 citation statement)

References 12 publications

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“…For example, in a study where students in an anatomy class had 8% of their grade linked to their participation in a discussion forum, 83% of the students found the boards useful in improving their team building and critical analysis skills [18]. This finding was replicated by Kuhn et al [19] who found that a moderated pretest discussion forum as a tool for facilitating communication between nursing students significantly improved students' grades. Valaitis et al [20] designed a discussion forum to facilitate the establishment of a virtual community of practice for Community Health Nurses.…”

Section: Introductionmentioning

confidence: 97%

Applying Social Network Analysis to Understand the Knowledge Sharing Behaviour of Practitioners in a Clinical Online Discussion Forum

Stewart¹,

Abidi²

2012

J Med Internet Res

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BackgroundKnowledge Translation (KT) plays a vital role in the modern health care community, facilitating the incorporation of new evidence into practice. Web 2.0 tools provide a useful mechanism for establishing an online KT environment in which health practitioners share their practice-related knowledge and experiences with an online community of practice. We have implemented a Web 2.0 based KT environment—an online discussion forum—for pediatric pain practitioners across seven different hospitals in Thailand. The online discussion forum enabled the pediatric pain practitioners to share and translate their experiential knowledge to help improve the management of pediatric pain in hospitals.ObjectiveThe goal of this research is to investigate the knowledge sharing dynamics of a community of practice through an online discussion forum. We evaluated the communication patterns of the community members using statistical and social network analysis methods in order to better understand how the online community engages to share experiential knowledge.MethodsStatistical analyses and visualizations provide a broad overview of the communication patterns within the discussion forum. Social network analysis provides the tools to delve deeper into the social network, identifying the most active members of the community, reporting the overall health of the social network, isolating the potential core members of the social network, and exploring the inter-group relationships that exist across institutions and professions.ResultsThe statistical analyses revealed a network dominated by a single institution and a single profession, and found a varied relationship between reading and posting content to the discussion forum. The social network analysis discovered a healthy network with strong communication patterns, while identifying which users are at the center of the community in terms of facilitating communication. The group-level analysis suggests that there is strong interprofessional and interregional communication, but a dearth of non-nurse participants has been identified as a shortcoming.ConclusionsThe results of the analysis suggest that the discussion forum is active and healthy, and that, though few, the interprofessional and interinstitutional ties are strong.

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Section: Introductionmentioning

confidence: 97%

Applying Social Network Analysis to Understand the Knowledge Sharing Behaviour of Practitioners in a Clinical Online Discussion Forum

Stewart¹,

Abidi²

2012

J Med Internet Res

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Leveraging medical taxonomies to improve knowledge management within online communities of practice: The knowledge maps system

Stewart¹

2017

Computer Methods and Programs in Biomedicine

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Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities

Pineda

2019

Computer-Assisted Language Learning

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Language teaching is a field in constant evolution and the use of technology has boosted its development. This article explores the design and the implementation of synchronous and asynchronous learning activities to develop oral skills in an online English course. The article uses a mix-methods approach that combines qualitative and quantitative research methods. The participants in the study were 6 graduate students. The main findings of this investigation show that the synchronous learning activities prompt errors that translate into opportunities for learning. These results show that the use of asynchronous learning activities produce errors despite the fact that the participants have time to prepare and anticipate language inaccuracies. The results suggest that the use of asynchronous learning activities promotes the development of language awareness as participants can identify general categories of errors.

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Pretest Online Discussion Groups to Augment Teaching and Learning

Cited by 4 publications

References 12 publications

Applying Social Network Analysis to Understand the Knowledge Sharing Behaviour of Practitioners in a Clinical Online Discussion Forum

Applying Social Network Analysis to Understand the Knowledge Sharing Behaviour of Practitioners in a Clinical Online Discussion Forum

Leveraging medical taxonomies to improve knowledge management within online communities of practice: The knowledge maps system

Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities

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