Group items tagged

This blog post discusses the required learning conditions for effective online discussions, and include excerpts from peer-reviewed papers that describe how asynchronous online discussions can promote deep, rich learning.

This academic paper discusses strategies for encouraging first year undergraduate students to participate in online discussion. It looks at Salmon's five stage model to engage students and the responsibility that lecturers have to initiate purposeful activities that promote community development.

Thomas, it seems that there has been lot of thoughts on UG. Have you found any info on PG students as well?

This web article shares the results of a study exploring which types of interaction are most predictive of students' sense of community in online graduate courses at a US university. Interactions between learners which emerged as contributing the most to sense of community, in decreasing order of contribution, were (a) introductions, (b) collaborative group projects, (c) contributing personal experiences, (d) entire class online discussions, and (e) exchanging resources.