Many benefits of online discussion have been recorded in the literature. For example, participation in an asynchronous online discussion is time and place independent (Morse, 2003: Williams etal., 2001). Participants who involved online discussion can contribute whenever they have a useful input and wherever they are as long as they have access to a network based computer. Williams (2002, p. 266) explained the freedom from temporal and geographical constraints international students have “flexibility in the time, place and pace of communication” with others. In contrast, the traditional face-to-face discussion does not have this flexibility. Online discussion allows students taking time to think about the messages they receive from their peers as well as what they postings. After a long time practice they can send without the pressure as an immediate responder (Biesenbach & Lucas, 2003). Therefore, online discussion is also defined as "a powerful tool for the development of critical thinking, collaboration, and reflection" (Williams et al., 2001, p. 151). Online discussions are deeply engaged and benefits the diverse students compared with traditional classroom discussions (Crevener, 1999, cited in Pinch & Graves, 2000). Students tend to participate more as they are aware that their participation is being monitored and recorded (Tullar et al., 1998). Online discussion within small groups or learning sets also affords a growing sense of community and a feeling among students that they can get to know each other through this medium (Curtin, 2002, cited in Lewin & Jerram, 2003; Hammond, 2000). Another major benefit of online discussion relates to the fact that in the traditional classroom situation, a few students often domi... ... middle of paper ... ...e way it is used by instructors and students and how it is contribute to the course work (Elgort et al., 2003; McKinlay, 1999, cited in Biesenbach-Lucas, 2003; Weasenforth et al., 2002). The length of the discussion, the number of postings required, the size of any one contribution, the role of the instructor, the students' technical preparedness and so on, need to be carefully considered. Otherwise, the discussion may consist of contributions that are not strongly interactive and the students may simply "play the game" of assessment whereby they make postings that earn marks but do not really contribute to the development of the conversation (Oliver & Shaw, 2003, p. 56). Therefore, some authors offer tips for designing and running a good discussion in a networked environment based on their experiences (Hawisher & Pemberton, 1997; Kimball, 1995; Sullivan, 2002).
Many colleges have failed in achieving the perfect education by the excessive use of technology. Hacker and Dreifus support the use of technology in many cases, such as having interactive question where the software can give the chance to review your work or giving hints to find the right answer (182). Nevertheless, they are completely aware that the use of technology needs to be supported by a good instruction inside the classrooms (183). The University of the Ozarks’ technological resources out of class are a great advantage to improve the learning process in students’ free time. Online discussions, submitting assignments, and taking online tests are the most common online activities for students in this university, this activities challenge the knowledge acquired in class. Moreover, using technology outside the classroom provides the opportunity to use all the class time to go on new topics, to discus, and to answer questions. Nevertheless, the University of the Ozarks is not using all its technological resources appropriately. Most of the classrooms are provided with interactive boards, speakers, and projectors that are hardly ever used. If the university used every technological resource at its maximum, the positive results of learning would
Technology can enhance class communications by offering many different ways to reach parents and students. The use of different technologies can help teachers to answer student questions as well as continue a class discussion outside of class. This is helpful for both the student and teacher because it allows the teacher to see which students are comprehending the material they are learning.
Alvermann, D.E. (1991). The Discussion Web: A graphic aid for learning across the curriculum. The Reading Teacher, 45, 92–99.
The majority of students prefer studying with group of people. Thanks to the Internet it allows students to work together collaborating with ideas and knowledge at the same time. For example, last quarter in my world politics class, I send out an email with two links that helped the whole class study for the midterm. I send out a Google doc’s link that helped the class organize their notes and a Skype link to answer any questions face to face video chat over the sections that they needed help understanding. The amazing part about Google docs is that multiple classmates would edit the document at the same time. Many students found this studying method useful not because they gain better grades, but they got to meet new students on campus and allowing them to be social connected through social media. On the other hand, Stoll may argue that students may face loneliness and depression, which in reality Internet has help students meet other students and become friends. Therefore, Students should keep studying in groups sessions online meet other students on campus to become
...fidence. Engaging in serious discussion can provide teaching opportunities. Encourage others to study important topics and share information. I will need to help others to organize their new knowledge.
Tiene, C. Drew. "Online discussions: a survey of advantages and disadvantages compared to face-to-face discussions." Journal of Educational Multimedia and Hypermedia 9.4 (2000): 371-84.
The diversity of discussion posts is very similar to that of a traditional brick and mortar classroom where if there were questions or open discussion, a student could verbally express the same. These forums definitely provide a venue for connectivity and sharing of opinion and experience as students relate the same to the topic discussed. Personally, I view such forums to be a written reference that is available for viewing, as many times as is necessary, and allows me to give contemplative consideration and reflection to future replies or
The fact to discuss about something important in different areas to a site online is very revolutionary. It doesn’t have to be presented toward people live but to be d...
Online graduate courses consist of heavy reading loads outside of the discussion boards, therefore when classes are larger and more notes are posted, students get overwhelmed. Qui, Hewitt, and Brett, (2012), contends that class size effects the quantity of notes students read; larger classes may have more information to read. Consequently, students will start decreasing the number of notes they read. They may skim some notes or skip them altogether, resulting in missed information. On the other hand, classes that were smaller did not contribute enough notes to read. Additionally, classes too small may not provide enough diversity to the discussion board that is conducive to academic learning. Online learning consists of information exchanged between students and instructors primarily through reading text. Larger classes can hinder integral learning, because students may stop reading notes in its entirety after so many entries. Smaller classes may not provide enough information which can also results in inadequate online learning. Whether classes are too large or too small, class size determines the quantity of notes students
Parkyn, D. L. "Learning in the Company of Others: Fostering a Discourse Community with a Collaborative Electronic Journal." College Teaching 47, no. 3 (Summer 1999): 88-90.
Discussion within my tightknit class has allowed me to broaden how I look at an assignment or subject. To take my own observations and analysis
Furthermore, some may suggest that online learning is benefiting our students in society. There has been a breakthrough in time and geographical limitations of education via online courses (Ho, 2009). Online education is cost-effective, efficient, and easily accessible (Schmeeckle, 2003). Online classes are used for individual and independent learning in which the student can learn at their own pace (Gonzalez, 2009). Not only is online education beneficial for breaking down barriers, online education has the potential to help students learn material more efficiently. Students are more likely to seek help from their instructors when the material is taught online (Whipp & Lorentz, 2009). Computer use in statistical classes could help decrease math anxiety (Gundy, Morton, Liu, & Kline, 2006). In a study that measured online students’ ability to achieve the same efficiency of course material as face-to-face students, at least 98% of students reported that they had, so one may be lead to believe that online learning is just as efficient as face-to-face courses (Liebowitz, 2003). With all of the positive aspects of online education, one may wonder why there is any debate as to whether or not online education is beneficial for
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
3. Full-Class Discussions (Teacher- or Student-Led): Typically less agonistic, argument-based, and competitive than debate and deliberation but still dialogic in character. Often times has the quality of creating an atmosphere of collective, out-loud thinking about some question, idea, problem, text, event, or artifact. Like deliberation and debate, a good way to encourage active
There are many advantages to online learning, it affects the way people can learn. According to “Effects of Technology on Classrooms and Students”, “students have a greater willingness to write or work on computational skills”. “They say student like the immediate results of having online learning.” Another advantage is that students can learn at their own pace. With learning at their own pace they will be able to actually know the information well. If, they are in a regular classroom setting they may no...