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Kristie Rushing

Technology and Education Online Discussion Forums: It's in the Response - 0 views

www.westga.edu/...markel42.html

shared by Kristie Rushing on 29 Jun 12 - Cached
  • participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
  • hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
  • This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
  • ...19 more annotations...
  • his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
  • The discussion forum environment evens the playing field of opportunity and accessibility.
  • The discussion forum makes active participation by all students the price of citizenship within this learning community.
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      What do you think about this? I found this an interesting way of putting it.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      Cool!
  • Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
  • It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
  • They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
  • Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
  • he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
  • instructors should have the syllabus developed and the course up and online before the first day of class
  • Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
  • Feedback has long been recognized as critical to the learning process and timely feedback is potent.
  • Feedback needs to be specific, personal, and within 24 hours of the posting.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      I think the syllabus should be sent out at least a week before the class starts. What do you think?
    • Kristie Rushing
      Kristie Rushing on 01 Jul 13
       
      I find my self doing this. I am always corious what my classmates have to add to what I have posted.
  • The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
  • challenging deeply held beliefs
  • These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
  • If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
  • Tiffany King on 09 Jul 12
     
    Why use Disuccion boards in online education.
Karin Bogart

Instructional Strategies for Online Courses - 0 views

www.ion.uillinois.edu/...instructionalstrategies.asp

teaching instructional strategies online courses module elearning web2.0 discussion education

shared by Karin Bogart on 01 Jul 13 - No Cached
  • Because the online environment  facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
  • Because the online environment  facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
Diane Gusa

Students' Activity Focus in Online Asynchronous Peer Learning Forums - 0 views

www.mii.lt/...INFE162.pdf

peer learning forums

shared by Diane Gusa on 29 Jun 13 - No Cached
  • Diane Gusa on 29 Jun 13
     
    "Students' Activity Focus in Online Asynchronous Peer Learning Forums"
Doris Stockton

Student perceptions of the impact of online discussion forum participation on learning ... - 0 views

eprints.qut.edu.au/32266

online discussion forum learning

shared by Doris Stockton on 28 Jun 13 - No Cached
  • Doris Stockton on 28 Jun 13
     
    This article is interesting about online discussion forums
Doris Stockton

http://jolt.merlot.org/vol6no2/alexander_0610.pdf - 0 views

jolt.merlot.org/...alexander_0610.pdf

online discussion forums critical thinking

shared by Doris Stockton on 30 Jun 13 - No Cached
    • Doris Stockton
      Doris Stockton on 30 Jun 13
       
      I reference this article in Mod 3 discussion forum
Doris Stockton

http://www.ifets.info/journals/12_1/19.pdf - 0 views

www.ifets.info/...19.pdf

online discussion forums assessments

shared by Doris Stockton on 30 Jun 13 - No Cached
  • Doris Stockton on 30 Jun 13
     
    I reference this article in mod 3 discussion forum
Diane Gusa

Learners Should Be Developing Their Own Essential Questions | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...-their-own-essential-questions

questioning learning essential_questions inquiry

shared by Diane Gusa on 29 May 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 May 13
       
      This is why I introduced the round table forum - so you can learn what you want to learn. How is this forum working for you?
Doris Stockton

http://www.cs.cmu.edu/~kiesler/publications/2012/building-member-attachment-group-ident... - 0 views

www.cs.cmu.edu/...-attachment-group-identify.pdf

online learning online learning communities

shared by Doris Stockton on 30 Jun 13 - No Cached
  • Doris Stockton on 30 Jun 13
     
    I reference this article in Mod 3 discussion forum
Doris Stockton

"Learner Satisfaction in Online Learning: An Analysis of the Perceived " by Jeffery C. ... - 0 views

dc.etsu.edu/1115

online learning social media

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    I cite this article in my module 3 speak out discussion forum.
Diane Gusa

c32266.pdf - 0 views

eprints.qut.edu.au/...c32266.pdf

discussion

shared by Diane Gusa on 06 Jul 13 - No Cached
  • Diane Gusa on 06 Jul 13
     
    "Participation in the discussion forum seems to particularly enhance the development of the competency of "collective intelligence", which is described by Jenkins as " the ability to pool knowledge and compare notes with others toward a common goal" (p. 6). This constant flow of information and the extension of knowledge is a feature of the one - to - one wireless laptop environment at the school in which this study was undertaken."
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...abstracts.htm

studentcenteredlearning elearning online learning

shared by Doris Stockton on 21 Jun 13 - No Cached
  • Doris Stockton on 21 Jun 13
     
    Several articles on this site are applicable to online learning and teaching.  I found several to use for my Speak out discussion forum.
Doris Stockton

https://www.wdhstore.com/hispanic/data/pdf/nov29-howsocial.pdf - 0 views

www.wdhstore.com/...nov29-howsocial.pdf

social media online learning

shared by Doris Stockton on 29 Jun 13 - No Cached
  • Doris Stockton on 29 Jun 13
     
    I cite this article in Module 3 speak out discussion forum.
Doris Stockton

http://www.ncolr.org/jiol/issues/pdf/9.1.1.pdf - 0 views

www.ncolr.org/...9.1.1.pdf

online learning discussion forum

shared by Doris Stockton on 28 Jun 13 - No Cached
  • Doris Stockton on 28 Jun 13
     
    This is an interesting article that can be applied to what we have learned so far in this course.
Diane Gusa

The Digital Citizen - Breakthrough on a Bias: "As iron sharpens iron, so a friend sharp... - 0 views

irenewp.edublogs.org/...-so-a-friend-sharpens-a-friend

disscussion forum module 3 blog

shared by Diane Gusa on 25 Jun 12 - No Cached
  • I experienced that learning is socially constructed in the online environment.
  • I also just talked  to Lisa about what I knew, what I had learned, and about my thoughts and feelings on our topics of … discussion!  I had created my first true discussion post. 
  • These experiences “highlight one of the fundamental differences between the F2F classroom and the online learning environment. ‘Discussion’, or the students’ contributions/posts/interactions in the online course, take on a significant importance in an online classroom. Rather than an extemporaneous activity by a select vocal few in the front row of a F2F classroom, effectively designed online interaction and learning activities are designed to engage all students in the course with the content, with the instructor, and with each other” (Pickett, 200
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