Using online forums for encouraging higher order thinking and ‘deep’ learning in an undergraduate Sports Sociology module

Leflay, Kathryn; Groves, Michele

doi:10.1016/j.jhlste.2012.06.001

Cited by 14 publications

(3 citation statements)

References 22 publications

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“…Students can ask questions about concepts, give examples of how they encounter class material in their everyday lives, or discuss particularly difficult topics to gain greater understanding (Salter & Conneely, ). In addition, ODFs give both learners and teachers the opportunity to reflect before posting a response or a message by providing a nonintimidating environment where learners feel able to give opinions, offer suggestions, and ask questions (Leflay & Groves, ). ODFs can attract students' attention; in some courses students spend as much or more time on using the discussion forums as they do viewing lectures or doing homework, which suggests that discussing with others is particularly important (Gillani & Eynon, ).…”

Section: Participation and Interaction In Online Discussion Forumsmentioning

confidence: 99%

Measuring Participation in Distance Education Online Discussion Forums Using Social Network Analysis

Silva

Barbosa

Gomes

2018

Asso for Info Science & Tech

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Distance Education professionals have been constantly coming up with methods and techniques to increase student participation in an environment where learning happens continuously and asynchronously. An online discussion forum (ODF) is one of these mechanisms, but it will only be successful if students are willing to participate. Stimulating students is a challenge many institutions currently face. The objective of this study was to analyze the social interaction among participants in ODFs using Social Network Analysis. Knowing the characteristics of these networks and its participants is important to design actions to improve the use of ODFs. As a case study, data were collected from ODF logs of the majors in Business Administration and Accounting in a Brazilian private university. This study found out that these interaction networks are sparse, which shows that students could be more engaged in interacting and collaborating with others. Students, in general, tend to interact more in the first semester and interaction diminishes as time passes. The number of active ODF participants has been around 45–50%, which shows that students currently do not participate very often in ODFs. Their main incentive seems to exist when they are graded. Popular ODFs were also analyzed.

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Section: Participation and Interaction In Online Discussion Forumsmentioning

confidence: 99%

Measuring Participation in Distance Education Online Discussion Forums Using Social Network Analysis

Silva

Barbosa

Gomes

2018

Asso for Info Science & Tech

View full text Add to dashboard Cite

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“…Levy (2008) found graduate students in an online learning program valued making and reading online discussion posts as important learning activities. Leflay and Groves (2013) documented the effectiveness of online discussion activities in a sports sociology course in supporting cognitive aspects of learning such as information processing, fact transmission, and interpretation of academic content. These findings are supported by numerous other researchers (Delahunty 2018;Ho and Swan 2007).…”

Section: Introductionmentioning

confidence: 99%

Increase Engaged Student Learning Using Google Docs as a Discussion Platform

Morse

2021

TLI

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Online discussion board activities have traditionally been a primary method of providing student-to-student interaction, especially in asynchronous online classes. This study examines the impact of an alternate online discussion tool on student participation in online discussion assignments. Three identical discussion assignments were examined over the course of two semesters. The first semester utilized the traditional Learning Management System (LMS) threaded discussion board. The second semester incorporated Google Docs as the discussion platform. Overall, students using Google Docs made 68 percent more posts per student than students using the traditional LMS discussion board. Students using Google Docs also demonstrated more engagement by sharing professional experiences and teaching strategies more often than those students using the traditional LMS discussion board. While the data are encouraging, limitations of this study encourage additional research in the areas of discussion platform, discussion group size, and group assignment methods.

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“…Many studies have questioned their efficiency; and it was proven that they are very effective in all domains. For example, In 2013 Leflay & Groves showed beyond doubt that the use of Asynchronous Online Discussions has fostered deep learning including information processing, facts transmission, and the interpretation of the academic content [3]. In 2014, Ho has also emphasized the fact that online discussion forums affect positively the learners' motivation, their independence, and their satisfaction with the learning environment [4].…”

Section: Introductionmentioning

confidence: 99%

The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum

Afify

2019

Int. J. Emerg. Technol. Learn.

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Asynchronous Online Discussions (AOD) are considered as one of the most ma-jor tools in learning management systems which are used in universities. The ex-ploitation of AODs forums offer students the possibility to teach and learn any-time and anywhere. They also provide students with the time needed to process learning, share ideas and points of view on e-course topics. The group size in the AODs is a substantial variable that affects the interaction and the participation of students. The purpose of our research lays in understanding the influence of the group size participating in the AODs on the development of critical thinking skills in information technology for students of the Faculty of Education, and im-proving students’ performance in online discussion forums. In this research, 103 university students from the bachelor's degree have participated in the study. The participating students are studying the Computer Application in Education Course, and the Education Technology Course on the Blackboard e-learning Management System, during a 15-week semester. The findings of the research have revealed very significant conclusions; and the researcher has come up with various recommendations and suggestions for future studies and further research.

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Using online forums for encouraging higher order thinking and ‘deep’ learning in an undergraduate Sports Sociology module

Cited by 14 publications

References 22 publications

Measuring Participation in Distance Education Online Discussion Forums Using Social Network Analysis

Measuring Participation in Distance Education Online Discussion Forums Using Social Network Analysis

Increase Engaged Student Learning Using Google Docs as a Discussion Platform

The Influence of Group Size in the Asynchronous Online Discussions on the Development of Critical Thinking Skills, and on Improving Students’ Performance in Online Discussion Forum

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