Patterns of Interaction and Participation in a Large Online Course: Strategies for Fostering Sustainable Discussion
ARTICLE
Jiyeon Lee
Journal of Educational Technology & Society Volume 15, Number 1, ISSN 1176-3647 e-ISSN 1176-3647
Abstract
This case study investigated patterns of interaction and participation in a large online course. 88 Korean undergraduates participated in online fora during 2 weeks. It was found that there was a comparatively high portion of metacognitive interaction and higher phase of knowledge construction. However, it was found that students posted required number of messages at once around due date and selectively responded to peers' initiations without turn-taking. There were few responses despite many readings of peers' postings to meet the required number and type of posting. The results showed that the discussion question and evaluation criteria influenced patterns of interaction and participation, and the phase of knowledge construction. Online instructional strategies were suggested for successful online discussion, especially to achieve sustainable discussion. (Contains 8 tables and 3 figures.)
Citation
Lee, J. (2012). Patterns of Interaction and Participation in a Large Online Course: Strategies for Fostering Sustainable Discussion. Journal of Educational Technology & Society, 15(1), 260-272. Retrieved March 28, 2024 from https://www.learntechlib.org/p/75270/.
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Cited By
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Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting
Michelle Eady, University of Wollongong; Stuart Woodcock, Macquarie University; Ashley Sisco, University of Western Ontario
The International Review of Research in Open and Distributed Learning Vol. 18, No. 3 (May 12, 2017)
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