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Cub Kahn

Good Quality Discussion is Necessary But Not Sufficient in Asynchronous Tuition: A Brie... - 3 views

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    Abstract: The growth of online learning within education has corresponded to an increase in use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than directed, and is characterized by a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes-especially in the case of online learning. We identified areas of agreement within the literature on what can be considered the key factors for successful asynchronous discussion.
mundorfd

Differences in Classroom Versus Online Exam Performance Due to Asynchronous Discussion ... - 3 views

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    "an average student who participates in online discussion will score 25 percentile points higher on course exams than an average student who participates in classroom discussion"
Cub Kahn

10 Tips for Effective Online Discussions | EDUCAUSE - 5 views

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    A set of good discussion facilitation tips, especially for faculty who are new to online teaching.
Cub Kahn

Bring Meaning to Online Discussion with Intentional Design - OLC - 1 views

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    A thought-provoking reflection and case study about online discussion design.
Cub Kahn

"Introduction to Ancient Rome," the Flipped Version - 3 views

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    Lessons from a Texas A&M professor who flipped a 400-student "Introduction to Ancient Rome" course.
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    I'd love to hear some real world examples that address one point in the article: "Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class." If anyone in our group knows of some specific tricks teachers usually employ for this, please let me know. (lil' quizzes? Q&A discussions? or something more interesting?) I'm wondering if there are other sorts of multimedia activities I could make that would serve similar function.
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    Warren, good question! The peer instruction approach of Eric Mazur et al. (see http://mazur.harvard.edu/research/detailspage.php?rowid=8) is a popular in-class technique. Here are some of other methods OSU hybrid faculty use to link online and face-to-face spheres: 1 - A low-stakes weekly quiz online prior to each class meeting. 2 - A discussion that flows from online to face-to-face and back again. 3 - A very short online essay turned in before each class meeting that builds on the online content, and is tied directly to in-class discussion or group work that follows. 4 - An interactive multimedia lesson online that provides a foundation for or extends in-class learning. (Examples: I recommend looking at Simon Driver and Megan McDonald's hybrid EXSS 444--I can connect you.) 5 - Group work online (e.g., formulating a debate position or a solution to real-world problem) that feeds into the next f2f class activity. 6 - A quiz at the start of each class meeting based on the online content. Whatever the method, a key is that the learning activities online channel rather directly into the in-class activities and vice versa. Think of it as a long ping-pong volley between learning activities in the online and f2f spheres from the first day of the term until the final exam or project.
Cub Kahn

Understanding Cognitive Engagement in Online Discussion: Use of a Scaffolded, Audio-bas... - 2 views

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    "Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience."
Shannon Riggs

Teaching Critical Thinking Through Online Discussions - 18 views

Shannon Riggs

Online Discussions - 4 views

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    Articulate presentation about facilitating online discussions
Cub Kahn

Patterns in Course Design: How instructors ACTUALLY use the LMS - 2 views

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    This study of 70,000 courses identified five course design archetypes in terms of LMS use: Supplemental - high in content but with very little student interaction Complementary - used primarily for one-way teacher-student communication Social - high peer-to peer interaction through discussion boards Evaluative - heavy use of assessments to facilitate content mastery Holistic - high LMS activity with a balances use of assessments, content, and discussion
Cub Kahn

ablconnect - 2 views

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    Harvard's online repository for active learning. Searchable by activity type (e.g., discussion, game, peer instruction, debate, presentation), subject area, timeline, learning goals, student scope (individual, pair, group, or whole-class), final product and assessment type. Site also summarizes research on active learning by activity type.
warrenebb

How Games Promote Learning - 4 views

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    wb: Thought this a very useful (+short!) discussion of the new learning that is emerging thanks to computers. Filled with tons of great links to online resources and teaching game examples I hadn't heard of before.
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