Elements of Successful Online Asynchronous Text-Based Discussions
James Hatten, Laurene Christensen, Kristin Liu, Linda Goldstone, Martha Thurlow, National Center on Educational Outcomes, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Online discussion often represents the crux (or sole source) of group interaction in these Internet ecosystems such as virtual focus groups and online or blended classes. This paper, saddled upon a large-scale asynchronous text-based focus group research project, outlines select elements that lead to successful online discussion. The elements are keys to fostering interdependence, interaction, personal disclosure, candidness, and richness of responses. Examples and observations from a series of educator focus groups gathered across the United States combined with post-discussion feedback guide the framework. Traditional focus group methodology was the basis for this protocol, which could easily be adapted for other formats where dynamic online discussion is desired (most notably in online courses). A detailed description of the elements and protocols that led to success are presented in this paper.
Hatten, J., Christensen, L., Liu, K., Goldstone, L. & Thurlow, M. (2014). Elements of Successful Online Asynchronous Text-Based Discussions. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 803-809). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study
Fan Ouyang, University of Minnesota, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 291–299
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