Student Participation in a Discussion-Oriented Online Course

By Dawn M. Poole. 2000

399 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/009ba432f2101755bd2cf1dbd94139cdd6ba70a1

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Learner readiness for online learning: Scale development and student perceptions (2010, background): “Online courses provide learners with a variety of benefits such as convenience (Poole, 2000), flexibility (Chizmar & Walbert, 1999), and opportunities to work collaboratively and closely with teachers and other students from different schools or even across the world.”
Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation (2007, background): “Poole (2000) reported that the use of student moderators contributed to promoting a sense of community among students.”
The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses (2012, result): “This is consistent with the notion that effective online courses are those in which ‘student-centred learning communities’ are created (Clark, 2001; Poole, 2000).”
A Structural Equation Model of Predictors for Effective Online Learning (2005, background): “Therefore, these behaviors often are demonstrated via text-based messaging or emoticons (Gains, 1999; Poole, 2000; Rovai, 2001; Wang, Sierra, & Folger, 2003).”
What is online learner participation? A literature review (2008, methodology): “System accesses have been reported as average hits for each learner and for a class (Poole, 2000).”
ON THE NATURE AND DEVELOPMENT OF SOCIAL PRESENCE IN ONLINE COURSE DISCUSSIONS (2019, background): “Perceptions of equitability and greater time for reflection create a certain mindfulness among students and a culture of reflection in an online course [13, 14, 15].”
Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses (2001, background): “They support previous findings linking the valuing of discussion to student satisfaction and learning (Hiltz 1994; Gunawardena & Zittle 1997; Hawisher & Pemberton 1997; Picciano 1998; Jiang & Ting 2000; Poole 2000; Richardson & Swan 2001), and further demonstrate the importance of online discussion.”
Students’ perception and preference for online education in India during COVID -19 pandemic (2020, neutral): “Poole (2000) found that learners often accessed resources for the course from their home computers, the most convenient location for them.”