Student Participation in Online Discussions [electronic resource] : Challenges, Solutions, and Future Research /
Hew, Khe Foon.author.
Cheung, Wing Sum.author.
The increasingly prevalent use of online- or blended-learning in schools and universities has resulted in the asynchronous online discussion forum becoming a  common means of facilitating dialogue between instructors and students, as well as between students and students, beyond the boundaries of the physical classroom.     This book provides a comprehensive review of previous research studies in order to identify the prevalent factors leading to limited student contribution in online discussion forums.   To set the research in context, nine exploratory case studies are presented and procedures to implement the solutions provided.  This book is distinctive and results-focused, unlike others tackling this topic. Using empirically-based methodologies, the book clearly and succinctly provides up-to-date infomration on a previosuly under-represented area of research. For once, the focus is squarely on student/peer facilitation rather than teacher facilitated or heavily text based discussion.
Description based upon print version of record.
Student Participationin Online Discussions; Foreword; Preface; Contents; 1 Introduction; 1.1...Introduction; 1.2...The Role of Discussion; 1.3...Asynchronous Online Discussion; 1.3.1 Potential Benefits of Asynchronous Online Discussion; 1.3.2 An Example of How Asynchronous Online Discussion Could be Integrated into Teaching and Learning; 1.3.3 Participation in Asynchronous Online Discussions; 1.3.4 Limited Student Contribution; 1.4...The Purpose and Plan of this Book; References; 2 Challenges: Findings from Previous Empirical Research; 2.1...Sources of Data
2.2...Factors Leading to Limited Student Contribution2.2.1 Not Seeing the Need for Online Discussion; 2.2.2 Behavior or Practice of Instructor or Participants; 2.2.3 Student Personality Traits; 2.2.4 Difficulty in Keeping Up with the Discussion; 2.2.5 Not Knowing What to Contribute/Lack of Worthwhile Comments to Contribute; 2.2.6 Exhibiting Surface-Level/Lower Order Critical Thinking; 2.2.7 Displaying Low-Level Knowledge Construction; 2.2.8 Technical Aspects; 2.2.9 Lack of Time; 2.2.10 Risk of Being Misunderstood; References
3 Possible Strategies to Overcome Limited Student Contribution: Empirical Findings From Previous Research3.1...Addressing Students Not Seeing the Need for Online Discussion; 3.2...Addressing the Behavior of Other Participants; 3.3...Addressing Personality Traits; 3.4...Addressing Student Difficulty in Keeping Up With the Discussion; 3.5...Addressing Students Being at Loss of What to Contribute; 3.6...Addressing Students' Surface-Level Critical Thinking; 3.7...Addressing Students' Low-Level Knowledge Construction; 3.8...Addressing Technical Aspects; 3.9...Addressing the Problem of Lack of Time
3.10...Addressing the Risk of Being MisunderstoodReferences; 4 Discussion on Strategy Dilemmas; 4.1...Use of Grades or Marks; 4.2...Use of Number of Posting Guideline and Posting Deadlines; 4.3...Use of Sentence Openers or Message Labels; 4.4...Extending the Duration of the Online Discussion; 4.5...Use of Instructor Facilitation; 4.6...The Case for Peer Facilitation; References; 5 Case Studies on Peer Facilitation: What Motivates Participants to Contribute?; 5.1...Examining Habits of Mind
5.1.1 Peer Facilitators Should Display the Following Two Habits of Mind More Frequently: Awareness of Own Thinking and Open-Mindedness5.2...Examining Other Possible Reasons Why Students Contribute in Online Discussions; 5.2.1 Emphasize Efforts to Nurture Relational Capital Among Students; 5.2.2 Remind Students to ''Help Other People First''; 5.2.3 Choose Interesting Discussion Topics or Questions, Especially Those That are Relevant and Controversial; 5.2.4 Peer Facilitators Should Periodically Summarize the Main Points of a Discussion and Follow Up with Relevant Questions After the Summary
References
Includes bibliographical references and index.
The increasingly prevalent use of online- or blended-learning in schools and universities has resulted in the asynchronous online discussion forum becoming a  common means of facilitating dialogue between instructors and students, as well as between students and students, beyond the boundaries of the physical classroom.     This book provides a comprehensive review of previous research studies in order to identify the prevalent factors leading to limited student contribution in online discussion forums.   To set the research in context, nine exploratory case studies are presented and procedures to implement the solutions provided.  This book is distinctive and results-focused, unlike others tackling this topic. Using empirically-based methodologies, the book clearly and succinctly provides up-to-date infomration on a previosuly under-represented area of research. For once, the focus is squarely on student/peer facilitation rather than teacher facilitated or heavily text based discussion.
Educational technology.
User interfaces (Computer systems).
Learning.
Instruction.
Educational Technology.
User Interfaces and Human Computer Interaction.
Learning & Instruction.