Student-Led Facilitation Strategies in Online Discussions
ARTICLE
Evrim Baran, Ana-Paula Correia
Distance Education Volume 30, Number 3, ISSN 0158-7919
Abstract
This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions. It presents a series of cases of students' facilitation strategies and using qualitative data analysis of discussion threads within the naturalistic inquiry framework, identifies three facilitation strategies: inspirational; practice-oriented; and highly structured. The study shows that these facilitation strategies generated innovative ideas, motivated students to participate, and provided a risk-free and relaxed atmosphere for participation.
Citation
Baran, E. & Correia, A.P. (2009). Student-Led Facilitation Strategies in Online Discussions. Distance Education, 30(3), 339-361. Retrieved March 28, 2024 from https://www.learntechlib.org/p/106153/.
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Keywords
- asynchronous communication
- blended learning
- case studies
- College Instruction
- Communication Strategies
- Computer Assisted Instruction
- computer mediated communication
- content analysis
- Discourse Analysis
- Discussion Groups
- distance education
- Education Courses
- educational technology
- electronic learning
- Graduate students
- instructional design
- Instructional Effectiveness
- Interpersonal Communication
- online courses
- student attitudes
- student motivation
- student participation
- Teacher Education Programs
- Teacher Role
- Teacher Student Relationship
- Virtual Classrooms
- Web Based Instruction
Cited By
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Authentic Online Discussions: A Narrative Inquiry into Sharing Leadership and Facilitation among Teachers and Students
Ana-Paula Correia, Cara A. North, Ceren Korkmaz, Vicki Simmerman & Karen Bruce Wallace, The Ohio State University, United States
International Journal on E-Learning 18 (April 2019) pp. 165–189
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Innovative approaches towards increasing student participation and engagement in asynchronous, online courses
Joanne Baltazar Vakil, The Ohio State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1445–1448
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No prior experience necessary: Reflecting on the learning experiences offered by student-created online discussions
Ana-Paula Correia, Cara A. North, Ceren Korkmaz & Vicki E. Simmerman, The Ohio State University; College of Education and Human Ecology, United States; Karen A. Bruce Wallace, Ohio State University; College of Education and Human Ecology, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2205–2218
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Online Teaching: Teams Improve the Quality of Discussions
Zsuzsanna Szabo, Marist College, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1077–1081
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The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 294–318
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Factors that Influence the Quality of Online Discussions
Alexandru Spatariu, Georgetown College, United States; Denise Winsor, University of Memphis, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1398–1406
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Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
Evrim Baran, Ana-Paula Correia & Ann Thompson, Iowa State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2853–2860
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Online Discussions: The Effect of Having Two Deadlines
Michael Herrick, Meng-Fen Grace Lin & Charlotte Huei-Wen, University of Hawaii, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 344–351
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