http://youtu.be/zexayX2iovk
Annotated References
Andresen, M. A. (2009). Asychronous
discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology and Society, 12(1),
249-257.
In
this article, the author reviews studies that have been completed in regards to
asynchronous discussion forums, their ability to have the same success that is
found in traditional classrooms, with some constraints. The article discusses
the importance of discussion in classrooms, traditional and online. According
to Andresen (2009), online instructors should expect to play a different role
in online classroom versus a traditional classroom. Andresen (2009) continues
to explain how the instructor would need to alter their approach to the learner
due to the elimination of face-to-face meetings and to carefully monitor how to
affectively communicate in the discussion forums. The author also discussed how
the discussion forums should transition from simple to complex discussion that
generate deeper and higher thinking among the learners.
Chung, R., Cheun, W.S., & Hew, K.F.
(2011). Critical thinking in asynchronous online discussion: an investigation
of student facilitation techniques. New
Horizons in Education, 59(1), 52-65.
In
this article, the authors examined if students display in-depth critical
thinking in online discussions. The authors studied the different forms of
instructional strategies that were completed by the class instructors and the
level of influence the instruction had on student’s critical thinking. The
authors used 10 education majors in their qualitative case study methodology
and used the student postings to the discussion forums as their data as well as
convenience sampling for interviews. The authors provided a significant amount
of information and referenced previous studies within their article. Nine
different techniques of facilitation were studied and the authors concluded
that in order for students to display in-depth critical thinking in online
discussions, the instructor must utilize three facilitation techniques such as
providing explanations, questioning, and expressing agreements(Chung, Cheun,
& Hew, 2011).
Nandi, D.,
Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction
in asynchronous discussion forums in fully online courses. School of Computer Science and Information Technology, 33(1), 5-30.
In this article, the authors
researched the quality of online learning, student and teacher participation,
and the transfer of information between the class and the students. The authors
completed a qualitative analysis method and a case study on discussion forums.
The authors used one weekly discussion forum and one assignment discussion
forum from two courses to complete the analysis (Nandi, Hamilton, Harland,
2012). The study analyzed student participation and instructor contribution to
the questions that were posed in the forum. The authors concluded that
discussion forums should be both student and instructor-centered in order to be
successful.
Nash, J. (2011). The tale of two forums:
one professor’s path to improve learning through a common online teaching tool.
Journal of Research on Leadership
Education, 6(5), 181-194.
This
article was written by a college instructor and his struggles with teaching
online and improving asynchronous
discussion forums. The author listed an overview of
meta analysis that was completed the past
ten years that examined the components of
what makes equates to a successful online
experience. The study concluded that student
success is dependent on how the course is
designed. The author concluded that he was
unsuccessful with discussion forums
because he did not participate enough as the
instructor and he needed to alter the structure
of discussion forums in his class.
Shauna, Z. (2009). Learning with
technology: using discussion forums to augment a traditional-style class. Educational Technology & Society, 12(3),
214-228.
This article is from a study that looked
to investigate if student achievement was directly tied to their participation
in a discussion forum. The authors divided the participants into two groups,
one treatment group and one control group. The authors also gave students
questionnaires and interviews.This study was completed throughout one full
semester and the participants were given a test four weeks after the course’s
completion. The study concluded that discussion forums had a significant impact
on the participant’s achievement.
Yukselturk, E. (2010). An investigation
of factors affecting student participation level in an online discussion forum.
The Turkish Online Journal of Educational
Technology, 9(2), 24-32.
In
this article, the author examined the different factors that have a direct
impact on student participation in discussion forums as it relates to
individual demographics and participation level. The author had 196
participants and data was gathered with online surveys and semi-structured
interviews before and at the conclusion of the course. The research found that
students were actively participants in the discussion forums in their class but
gender, hours of Internet use, and achievement did show a direct impact on
student participation level.
