Student Participation in Online Discussions

Hew, Khe Foon; Cheung, Wing Sum

doi:10.1007/978-1-4614-2370-6

Cited by 51 publications

(13 citation statements)

References 81 publications

(129 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…I also provided feedback about my assessment of the writing, thereby increasing their knowledge of appropriate ways of meeting the dissertation requirements (Flowerdew, 2000). I also used learning technology to increase participation; for example, in one seminar I asked students to post activity responses on a Padlet wall as this might be easier than contributing vocally for some students (Hew and Cheung, 2012). It also meant that students could learn from each other's answers and my assessment of and feedback on other students' work as well as their own (Markett et al, 2006).…”

Section: Teachingmentioning

confidence: 99%

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Hancock¹

2019

jldhe

View full text Add to dashboard Cite

This article explores action research that introduced a flipped-classroom approach to teaching dissertation writing. The cohort involved postgraduates studying at master’s level, with a high proportion of international students. Dissertation writing had previously been taught in a lecture-based format, with limited time for activities. Moving some of the information-based content to online videos, which students were asked to watch before the teaching sessions, meant that face-to-face content could be entirely based around active learning and a social-constructivist approach. The students who experienced this flipped-classroom approach became more positive about the use of online videos during the teaching period. Many favourable comments were made about the videos, although several students appeared to prefer to use video content as a recap of face-to-face teaching, rather than appreciating a true flipped-classroom approach. Nevertheless, students agreed that the face-to-face activities helped put their learning from the videos into practice, the videos helped them to complete face-to-face activities, and that the teaching was beneficial for their dissertation writing abilities. Despite an absence of existing research for this context, a flipped-classroom approach to teaching dissertation writing is therefore recommended, as long as the students are fully briefed about the reasons for teaching in this way. This teaching method may be particularly beneficial for postgraduate students who are familiar with online learning through videos in earlier parts of their master’s level courses.

show abstract

Section: Teachingmentioning

confidence: 99%

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

Hancock¹

2019

jldhe

View full text Add to dashboard Cite

show abstract

“…The key research instrument is a questionnaire designed based on an extensive review of relevant literature on measuring cognitive skills and mathematical thinking (e.g., Tatar and Oktay, 2011;Hew and Cheung, 2012). This questionnaire consists of questions that prompt participants to rate their cognitive skill development on a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree. "…”

Section: Methodsmentioning

confidence: 99%

The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan

Tursynkulova,

Madiyarov,

Sultanbek

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

IntroductionThis study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.MethodsThe research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.ResultsIn the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.DiscussionThis study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.

show abstract

“…Online courses can be just as effective as on-campus courses when the online format promotes effective peer and instructor interaction (Dixon, 2010). Course developers must find ways to craft effective discussions that promote critical thinking and active learning (Baker et al, 2005;Hew & Cheung, 2012). Students express satisfaction in discussions when they can share their points of view, learn from classmates, and ask questions of their own (Buelow et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

– The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings

2022

IICE Official Conference Proceedings

View full text Add to dashboard Cite

In Indonesia, the development of e-commerce is increasing along with the increasing number of internet and social media users. The rapid growth of e-commerce has changed the way consumers make purchases of goods and services. The growth of electronic transactions has a very positive impact on business owners and consumers, because it provides convenience, ease, efficiency and low costs. However, electronic transactions can pose risks and uncertainties that can harm both consumers and entrepreneurs. This article aims to examine the educational values of e-commerce information technology for the protection of citizens. Digital citizenship is closely related in the way in which e-commerce information technology knowledge is mastered and practiced to make significant connections. To see digital education clearly, then clear knowledge about the application of new technologies as part of the government's recommendations for legal protection is needed. This is important because citizens who are educated with knowledge of e-commerce technology will be able to promote ethical values as a democratic society. In this way, the new space will be available not only as a digital reality but also as a full-fledged society needs.

show abstract

Student Participation in Online Discussions

Cited by 51 publications

References 81 publications

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing

The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan

– The IAFOR International Conference on Education – Hawaii 2022 Official Conference Proceedings

Contact Info

Product

Resources

About