Sinopsis
The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peer facilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion.
"Sinopsis" puede pertenecer a otra edición de este libro.
Acerca del autor
Dr. Cheung Wing Sum is an Associate Professor in the Learning Sciences and Technologies Academic Group at teh Nanyang Technological University, Singapore. . He is also the MAIDT Program Coordinator of LST. He was educated at Northern Illinois University where he rreceived undergraaduate degrees in Management and Computer Science, an MS in Computer Science and an EdD in Curriculum & Supervision. His research areas of interest include: Asynchronous Online Discussion, E-Learning, Instructional Design, and Multimedia Design.
Dr Khe Foon Hew earned his doctorate in Instructional Systems Technology from Indiana University, Bloomington. He is currently with the Learning Sciences and Technologies academic group at the National Institute of Education, Nanyang Technological University, Singapore. Dr. Hew's areas of research interest include: Online facilitation strategies; Student interaction & cognition in computer-supported environments; Online communities of practice; and Integrating Technologies in teaching and learning contexts.
De la contraportada
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.
"Sobre este título" puede pertenecer a otra edición de este libro.
Otras ediciones populares con el mismo título
Resultados de la búsqueda para Student Participation in Online Discussions: Challenges,...
Imagen de archivo
Hew:Student Participation in Online Dis (eng)
Impresión bajo demandaLibrería: Brook Bookstore On Demand, Napoli, NA, Italia
Calificación del vendedor: 4 de 5 estrellas
Condición: new. Questo è un articolo print on demand. Nº de ref. del artículo: 95efd942660fada902d28a687c20ee37
Comprar nuevo
EUR 86,24
Gastos de envío:
EUR 5,50
De Italia a Estados Unidos de America
Cantidad disponible: Más de 20 disponibles
Imagen del vendedor
Student Participation in Online Discussions
Publicado por
Springer New York, Springer US Jun 2012, 2012
ISBN 10: 1461423694
ISBN 13: 9781461423690
Nuevo
Tapa dura
Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peerfacilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion. 156 pp. Englisch. Nº de ref. del artículo: 9781461423690
Comprar nuevo
EUR 106,99
Gastos de envío:
EUR 23,00
De Alemania a Estados Unidos de America
Cantidad disponible: 2 disponibles
Imagen del vendedor
Student Participation in Online Discussions
Librería: moluna, Greven, Alemania
Calificación del vendedor: 4 de 5 estrellas
Condición: New. Nº de ref. del artículo: 4197414
Comprar nuevo
EUR 92,27
Gastos de envío:
EUR 48,99
De Alemania a Estados Unidos de America
Cantidad disponible: Más de 20 disponibles
Imagen de archivo
Student Participation in Online Discussions
Librería: Books Puddle, New York, NY, Estados Unidos de America
Calificación del vendedor: 4 de 5 estrellas
Condición: New. pp. 156. Nº de ref. del artículo: 2648035355
Comprar nuevo
EUR 139,00
Gastos de envío:
EUR 3,44
A Estados Unidos de America
Cantidad disponible: 4 disponibles
Imagen de archivo
Student Participation in Online Discussions
Impresión bajo demandaLibrería: Majestic Books, Hounslow, Reino Unido
Calificación del vendedor: 5 de 5 estrellas
Condición: New. Print on Demand pp. 156 10 Illus. Nº de ref. del artículo: 44779972
Comprar nuevo
EUR 146,65
Gastos de envío:
EUR 7,37
De Reino Unido a Estados Unidos de America
Cantidad disponible: 4 disponibles
Imagen de archivo
Student Participation in Online Discussions
Impresión bajo demandaLibrería: Biblios, Frankfurt am main, HESSE, Alemania
Calificación del vendedor: 5 de 5 estrellas
Condición: New. PRINT ON DEMAND pp. 156. Nº de ref. del artículo: 1848035345
Comprar nuevo
EUR 148,87
Gastos de envío:
EUR 9,95
De Alemania a Estados Unidos de America
Cantidad disponible: 4 disponibles
Imagen del vendedor
Student Participation in Online Discussions | Challenges, Solutions, and Future Research
Impresión bajo demandaLibrería: preigu, Osnabrück, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. Student Participation in Online Discussions | Challenges, Solutions, and Future Research | Wing Sum Cheung (u. a.) | Buch | xiv | Englisch | 2012 | Springer US | EAN 9781461423690 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand. Nº de ref. del artículo: 106688403
Comprar nuevo
EUR 95,55
Gastos de envío:
EUR 70,00
De Alemania a Estados Unidos de America
Cantidad disponible: 5 disponibles
Imagen del vendedor
Student Participation in Online Discussions
Publicado por
Springer New York, Springer US Jun 2012, 2012
ISBN 10: 1461423694
ISBN 13: 9781461423690
Nuevo
Tapa dura
Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. Neuware -The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First,it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions.It then identifies the various empirically-based guidelines to address the factors. Second,three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third,nine exploratory case studies related to student-facilitation and audio-based discussionare reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore,the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peerfacilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion. ¿Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 156 pp. Englisch. Nº de ref. del artículo: 9781461423690
Comprar nuevo
EUR 106,99
Gastos de envío:
EUR 60,00
De Alemania a Estados Unidos de America
Cantidad disponible: 2 disponibles
Imagen del vendedor
Student Participation in Online Discussions : Challenges, Solutions, and Future Research
Publicado por
Springer New York, Springer US, 2012
ISBN 10: 1461423694
ISBN 13: 9781461423690
Nuevo
Tapa dura
Librería: AHA-BUCH GmbH, Einbeck, Alemania
Calificación del vendedor: 5 de 5 estrellas
Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The increasingly prevalent use of online- or blended-learning in schools universities has resulted in asynchronous online discussion forum becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This proposed academic book contributes to the literature on asynchronous online discussions in the following three main ways: First, it reviews previous research studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking or students demonstrating low-level knowledge construction in online discussions. It then identifies the various empirically-based guidelines to address the factors. Second, three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation are introduced. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Third, nine exploratory case studies related to student-facilitation and audio-based discussion are reported on and examined. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma. Using audio discussion would be useful for participants with poor typing skills or those who prefer talking to typing. The proposed book is distinctive in comparison to current competitor titles because all the findings and guidelines are empirically-based. Furthermore, the nine expanded case studies provided specifically address the issue of student/peer facilitation and audio-based discussion. Student/peerfacilitation and audio discussion are two areas that hitherto received comparatively lesser attention compared to instructor facilitation and text-based discussion. Nº de ref. del artículo: 9781461423690
Comprar nuevo
EUR 109,94
Gastos de envío:
EUR 62,03
De Alemania a Estados Unidos de America
Cantidad disponible: 1 disponibles