1 / 17

Sheryne Southard, JD, Christie Burton, EdD , Mara Mooney, JD,

Shifting from obligatory discourse to rich dialogue: Promoting student interaction in asynchronous threaded discussions. Sheryne Southard, JD, Christie Burton, EdD , Mara Mooney, JD, Clayton State University, Morrow, GA . Significance of the Study. Institutional commitment

tracy
Download Presentation

Sheryne Southard, JD, Christie Burton, EdD , Mara Mooney, JD,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Shifting from obligatory discourseto rich dialogue:Promoting student interaction in asynchronous threaded discussions Sheryne Southard, JD, Christie Burton, EdD, Mara Mooney, JD, Clayton State University, Morrow, GA

  2. Significance of the Study • Institutional commitment • Personal commitment • Goals of our presentation

  3. Asynchronous Threaded Discussions • Widely-recognized tool to enhance online environment • Offer opportunities for analysis, reflection, and synthesis • Transcending obligatory discourse, hasty postings, and repetitive content

  4. The Suspense Model • Premise: Online discussions are an integral part of the online learning process (Brooks & Jeong, 2006; Carr-Chellman & Duchastel, 2004) • How do we maximize the utility and effectiveness of this online tool? • Build a sense of community • Controlled release of information pertaining to the exercise

  5. Goals of the Suspense Model • To foster student participation in the group • To encourage interaction among the group members • To creatively disseminate instructional materials to promote improved student engagement

  6. Research Question Would the structure and design of the Suspense Model positively influence student participation in the exercise and the quality of student work compared to participation in the conventional discussion exercise?

  7. Grading Rubric

  8. Dependent Variables • Promptness of responses • Student satisfaction • Utility in learning/usefulness of exercise • Quality of responses • Interactivity among group members

  9. Results: Promptness • The earlier a student begins participating in the dialogue, the more opportunity for interaction with peers and for reflection upon their own interpretation of the exercise. • Participation by students occurred earlier (within the first 3 days of the exercise) in the Suspense Model

  10. Promptness

  11. Student Feedback: Satisfaction

  12. Student Feedback: Usefulness

  13. Quality of Responses • Depth & Breadth • Substantiates Position

  14. Depth and Breadth

  15. Substantiation

  16. Interactivity

  17. Conclusion and Q&A • Pacing of information bolsters student interaction in an asynchronous setting and motivates them to begin the exercise earlier • Other lessons learned: Gersick, 1991 on group work; Brooks & Jeong, 2006;

More Related