Students' perceptions of compulsory asynchronous online discussion

Birch, Dawn and Volkov, Michael (2005) Students' perceptions of compulsory asynchronous online discussion. In: ANZMAC 2005: Broadening the Boundaries, 5-7 Dec 2005, Fremantle, Western Australia.

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Abstract

Online discussion boards are increasingly being used by tertiary educators as tools for encouraging student interaction and for developing learning networks. In particular, educators who have adopted a socio constructivist approach to teaching are keen to facilitate collaborative learning in which students share their experiences and perspectives, and construct knowledge together through shared meanings. In this paper, the findings from an electronic survey of 72 distance education students' perceptions of an online discussion assessment item (ODAI) are presented. The study revealed that the majority of the respondents enjoyed the ODAI, and agreed that the online discussions had allowed them to achieve a range of cognitive and social learning outcomes, and to develop some important graduate skills.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Business - Department of Marketing and Tourism
Date Deposited: 11 Oct 2007 00:20
Last Modified: 02 Jul 2013 22:32
Uncontrolled Keywords: online discussion boards; asynchronous online discussion; online discussion assessment item (ODAI)
Fields of Research (FOR2008): 08 Information and Computing Sciences > 0806 Information Systems > 080605 Decision Support and Group Support Systems
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/391

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