Synchronous Conversation Source: Google Hangouts
(Thursday, August 13, 2015/ 7pm.)
(Thursday, August 13, 2015/ 7pm.)
- Joseph EiswerthJr
- Mustafa Sarli
- Ashley Dowdy
Baxter, J. A., & Haycock, J. (2014). Roles and Student Identities in Online Large Course Forums: Implications for Practice. International Review of Research In Open And Distance Learning, 15(1), 20-40.
This research study is based on discussion forum innovations in online communities geared toward promoting a positive social environment for large number of participants. An example given in this study of a discussion forum innovation is MOOC, which stands for massive open online course. The research findings suggests collaborative team work produces positive results, while student motivation levels are negatively impacted by large online forum environments.
Brandt, R. (1988). On Students' Needs and Team Learning: A Conversation with William Glasser. Educational Leadership, 45(6), 38-45.
The author interviews William Glasser and delves into his thoughts on students’ needs in an educational setting. This study is based on his Choice Theory as it relates to students needing to belong, have a since of power, freedom, and also fun. Glasser ultimately believes that it is the responsibility as educators to model and guide lessons into collaborative opportunities in order for students to grow as independent thinkers and learners.
Erwin, J. (2005). Put Back the Fun in Classrooms. Education Digest: Essential Readings Condensed For Quick Review, 70(5), 14-19.
This article is based on the concepts of William Glasser’s Choice Theory, and how it relates to motivating students to learn by engaging them with fun activities. The author of this study participated in an in-service training which taught him that humans learn by need for survival, love and belonging, gaining personal power, to be free, at most importantly the need to play and have fun. The goal of the study was to introduce teachers to a new way of thinking in the classroom in order to help motivate students in learning with the elements based on Choice Theory.
Markel, Sherry L. "Technology and Education Online Discussion Forums: It's in the Response." Online Journal of Distance Learning Administration Summer 2001 - Volume IV, Number 2:1/31/02
This article is based on Dr. Markel’s qualitative study which examines how discussion forums are used in an online learning environment. It is heavily influenced by research centered on the importance of how instructional methods and goals are pertinent to the success of the course. Dr. Markel discusses findings on a model of an asynchronous method used at Northern Arizona University. The tool is called Screen Porch and it has been integrated in both online and face-to-face courses at the university. The objective of the study is to learn the effects of such tools on student learning.
Mokoena, S. (2013). Engagement with and Participation in Online Discussion Forums. Turkish Online Journal of Educational Technology - TOJET, 12(2), 97-105.
The author of this grounded theory approach study identified factors that had an impact on student engagement and participation in one university’s online discussion forum. Data was pulled from a post graduate discussion forum and focused on the content and tasks within a particular module. The results in the study indicated that teacher presence took precedence over participation as it related to the overall effectiveness of the discussion forum.
Motte, K. (2013). Strategies for Online Educators. Turkish Online Journal Of Distance Education, 14(2), 258-267.
The study opens with reasons why students seek learning opportunities online, and how the increase of this type of learning environment impacts more and more instructors to eventually transition and teach online. The researcher explores online educational strategies which are useful in helping transitioning instructors to create an effective online environment. The strategies include training teacher’s best practices in the online learning environment, which include effective ways on facilitating discussion boards. The results indicated that training has a positive impact on instructor’s ability to effectively engage students in an online learning environment.
This research study is based on discussion forum innovations in online communities geared toward promoting a positive social environment for large number of participants. An example given in this study of a discussion forum innovation is MOOC, which stands for massive open online course. The research findings suggests collaborative team work produces positive results, while student motivation levels are negatively impacted by large online forum environments.
Brandt, R. (1988). On Students' Needs and Team Learning: A Conversation with William Glasser. Educational Leadership, 45(6), 38-45.
The author interviews William Glasser and delves into his thoughts on students’ needs in an educational setting. This study is based on his Choice Theory as it relates to students needing to belong, have a since of power, freedom, and also fun. Glasser ultimately believes that it is the responsibility as educators to model and guide lessons into collaborative opportunities in order for students to grow as independent thinkers and learners.
Erwin, J. (2005). Put Back the Fun in Classrooms. Education Digest: Essential Readings Condensed For Quick Review, 70(5), 14-19.
This article is based on the concepts of William Glasser’s Choice Theory, and how it relates to motivating students to learn by engaging them with fun activities. The author of this study participated in an in-service training which taught him that humans learn by need for survival, love and belonging, gaining personal power, to be free, at most importantly the need to play and have fun. The goal of the study was to introduce teachers to a new way of thinking in the classroom in order to help motivate students in learning with the elements based on Choice Theory.
Markel, Sherry L. "Technology and Education Online Discussion Forums: It's in the Response." Online Journal of Distance Learning Administration Summer 2001 - Volume IV, Number 2:1/31/02
This article is based on Dr. Markel’s qualitative study which examines how discussion forums are used in an online learning environment. It is heavily influenced by research centered on the importance of how instructional methods and goals are pertinent to the success of the course. Dr. Markel discusses findings on a model of an asynchronous method used at Northern Arizona University. The tool is called Screen Porch and it has been integrated in both online and face-to-face courses at the university. The objective of the study is to learn the effects of such tools on student learning.
Mokoena, S. (2013). Engagement with and Participation in Online Discussion Forums. Turkish Online Journal of Educational Technology - TOJET, 12(2), 97-105.
The author of this grounded theory approach study identified factors that had an impact on student engagement and participation in one university’s online discussion forum. Data was pulled from a post graduate discussion forum and focused on the content and tasks within a particular module. The results in the study indicated that teacher presence took precedence over participation as it related to the overall effectiveness of the discussion forum.
Motte, K. (2013). Strategies for Online Educators. Turkish Online Journal Of Distance Education, 14(2), 258-267.
The study opens with reasons why students seek learning opportunities online, and how the increase of this type of learning environment impacts more and more instructors to eventually transition and teach online. The researcher explores online educational strategies which are useful in helping transitioning instructors to create an effective online environment. The strategies include training teacher’s best practices in the online learning environment, which include effective ways on facilitating discussion boards. The results indicated that training has a positive impact on instructor’s ability to effectively engage students in an online learning environment.