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The impact of Instructor Intervention Style on Student Activity in Asynchronous Online Learning Discussion Boards
PROCEEDINGS

, Cabrini College, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The asynchronous discussion forum is a mainstay of many higher education online learning systems and approaches. This model of interaction requires faculty to rethink previously held models of instructor-student interactions based on face to face courses. Consequently faculty members often find themselves with a steep learning curve. Fortunately there is a wealth of material (pragmatic advice, experience, empirical data, models, theories, frameworks and roles) that educators can draw upon. Much of the advice seems intuitive “be present”, “provide feedback and support” and “do not lecture”. Less fortunately there is a degree of contradiction and little consensus between the sources of best practices in the field. This paper reviews some selected research in this field and presents case studies comparing the interaction levels of 8 University professors and their effects on student interactions.

Citation

Waters, J. (2012). The impact of Instructor Intervention Style on Student Activity in Asynchronous Online Learning Discussion Boards. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 831-840). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .

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