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A Taxonomy for Faculty Participation in Asynchronous Online Discussions
PROCEEDINGS

, , Capella University, United States

AACE Award

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Anecdotal evidence suggests that instructor performance in the online discussion portion of online courses has a major impact on learning and learner satisfaction. If this is the case, faculty development is an important component of success. This paper describes the development of a taxonomy of six categories to describe instructor postings to asynchronous discussions in online courses. This taxonomy was used during the in-spection of 18 post-graduate level course sections at a Midwest university. The resulting data show that there is considerable variation in faculty teaching styles, interaction, and the amount of content-related feedback. The process also allowed responsiveness of fac-ulty to be quantified. In-depth interviews with instructors and learners with experience of online courses were conducted to validate the qualitative data.

Citation

Blignaut, S. & Trollip, S. (2003). A Taxonomy for Faculty Participation in Asynchronous Online Discussions. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2043-2050). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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