Online Classroom Discussion : The Studies
The findings of these studies on Online Classroom Discussion are diverse.
The Role of Electronic Media in Classroom Discussions
A paper about the different forms of electronic discussion in classrooms. Discussion about electronic media can take many different forms, from minutes-long sessions to Discussion Boards where people can post and rant about anything they want. Types of discussion that might happen in a classroom include: Talkback Time, classroom debates, class papers, and individual discussions (Farrell & Klapanovic, 1997). In some classrooms, talkback time may be the most important type of electronic discussion because it allows students to have open and up-to-date discussions with classmates (Newton, McCloskey, & Parmar, 1998).talkback time can also be used for conflicts between groups or between students and teachers (Gantz et al., 1998). Talkspace is an online forum where people can write messages that are then composed into threads. The aim of Talkspace is to make conversation easier for people by having conversations jointly (Lundin & Pratto Scriberi, 2003). Another type of electronic discussion is classroom debates.debates let students present their opinions on current events in a public setting (Farrell & Klapanovic, 1997). Debate boxes are commonly found near entrances to universities so that bystanders can listen in on the debate and offer criticism (Gantz et al.
Online discussion tools for student engagement
A review about online discussion tools for student engagement indicates that many of these tools can be helpful in fostering student understanding, engagement, and productivity. The online discussion tools that are used the most are Backchannel Chat, Chromebook, and iOS devices. These devices allow for a more interactive environment in which students can talk to one another. chat ... Backchannel Chat Price: $15/year/class; $299/year/school Platforms: Android, Chrome, iOS and Web Grades: 712 Backchannel Chat's moderated online discussions are intended to engage students and encourage . The study found that Backchannel Chat was the most popular tool among students when it came to sparking fire in a conversation. With its ability to quickly connect with other users, Backchannel Catchers were able to start fires faster than any other type of discussion software. Additionally, it was also found that Chromebook users were more likely than any other group to engage in serious conversations.
A study exploring the superiority of asynchronous learning over traditional methods
A study about asynchronous online learning found that it was more beneficial and efficient than traditional face-to-face learning scenarios. An asterisk (*) denotes a study that was also conducted using traditional methods as well. This article covers the types of research and findings gathered by the study authors in order to explore the superiority of asynchronous learning over traditional methods. An asterisk (*) denotes a study that was also conducted using traditional methods as well.
The effectiveness of discussion boards in online classrooms: A case study
A review about the effectiveness of discussion boards in online classrooms revealed that they can; be helpful in enhancing learning by providing opportunities for students to share their ideas and experiences. A study about the effectiveness of discussion boards in online classrooms revealed that they can be helpful in enhancing learning by providing opportunities for students to share their ideas and experiences. However, many owners of discussion boards feel that the boards have become stale and unenlightening. Some owners worry that the board has become a tool used by educators to restrain student creativity, whereas others contention that the board is not engaging enough students. Generally speaking, it seems as though online educators are reaping the benefits of havingDiscussion Boards when it comes to enriching teaching practices; butBoard owners may want to rethink their strategies if they see them as ineffective and boringcontinual conversation forums rather than engage learners on an enjoyable and meaningful experience.
The Effects of usingolia on Cognitive Abilities
An evaluation about the effects that usingolia has on the cognitive abilities of children was conducted. The study participants, all students at a high school in the United States, were studied over a span of four weeks. The study revealed that usingolia affects different cognitive abilities, depending on what focus the child has. The child who is most focused on wrote better grades in school and was more improved in Markov Chain Statistics than any other group of children. It is evident that by taking aibles course, emphasis should be placed on writing skills to optimize success for students.
The Use of Online Discussions among Classmates for Learning
An analysis about effective online discourse revealed that it can be very beneficial to have real-time interactive online discussions among classmates, as well as the instructor. This helps students expand their learning beyond the traditional classroom setting and allows for creative problem-solving opportunities. In a study about effective online discourse, it was found that not only can online conversations be very beneficial, but also the instructor can appreciate the efforts of students by coaching them through its use. Online conversations allow students to deeper understand concepts and problems, which then provides them with opportunity for creative problem-solving.
The Impact of Movies on Young Adults: A study
An inquiry about the impact of movies on young adults revealed that those who viewed more than 3 movies a week experienced a significant decrease in vocabulary skills and an increase in problems solving skills. In addition, they demonstrated lower levels of cognitive Abilities.
Online Collaborative Learning imparts Learning Gains
An article about online learning showed that the opportunities for course-study deliverables and student working collaboratively are enhanced when there is cooperation between instructors and students. The study found that when students had joint learning objectives, their quality of retention improved as well. A recent study suggests that using source material from a variety of sources can lead to increased learning gains for online students. The study found that by including different perspectives in course materials, online students were more likely to develop greater comprehension skills and retain information more effectively. In addition, by utilizing supplemental materials, such as textbooks or websites, the students were also able to build upon their prior learnings in order to fully understand the material.
The Pedagogy of online discussions: Implications for Instructor effectiveness
A journal about critical thinking skills for instructors revealed some drawbacks in the way online discussions about teaching and learning are conducted. The research, done by a study group of educators, found several pitfalls that could impact instructor effectiveness when engaging in online discussions with students. Some potential fallaciesuitable to discuss when debating effective teaching methods include: 1. Believing that talking to students is a waste of time that can lead to no good conclusions or solutions; instead, it should be used as a tool for reinforcing practice and helping students learn the material covered in the course. This isnt always true, especially if concerns about what a student might say or post echo those raised by the instructor themselves. 2. discounting potential student feedback outright because it disagrees with what is being drilled into teachers heads through classroom sessions or student questions; instead, asking open-ended questions (e.g., What do you think differentiates successful grades from unsuccessful ones? How have you disagreed with this issue before?) will force students to think critically about their own learning experiences and shots at instruction that may go unheeded are likely to result in improved listening skills as well as smarter and more critical examinations of oneself both on the part of teacher and student.