Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement.
By Moon-Heum Cho, Scott Tobias. 2016
133 citations recorded by the source corpus.
Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated. The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement. One instructor taught the same online course for three consecutive semesters using three different conditions. During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation. No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions. No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement. Implications for online teaching and learning as well as for designing an online course conclude the paper.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/ca9bcb93e9b1905a7f5aabb5219fac96ddb142df
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Citations in the corpus
- A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement (2018, background): “Moreover, participants need to feel that they are engaging in human-to-human interactions that will allow them to cultivate their professional as well as personal relations, and the presence of an educator can be a key factor in student engagement (Cho and Tobias 2016).”