Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums

By Margaret Mazzolini, Sarah Maddison. Comput. Educ., 2003

443 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fbdc1bca945a87994ec2b58a5aed8ca17371cced

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Factors Affecting Perceived Learning, Satisfaction, and Quality in the Online MBA: A Structural Equation Modeling Approach (2015, background): “For example, it has been suggested that the approach must fit the situational context and that an instructor’s role can range from being the “sage on the stage” to the “guide on the side” (Mazzolini & Maddison, 2003).”
Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction (2007, background): “However, Mazzolini and Maddison (2003) found that increased instructor posting did not result in increased student participation.”
What is online learner participation? A literature review (2008, methodology): “…relied on measures of the quantity of interactions as a measure of participation, several of them acknowledged limitations of this approach (e.g., Mazzolini & Maddison 2003, McLean & Morrison 2000) and have called for better measures of online participation: " Although the rate of student…”
A theory of online learning as online participation (2009, background): “For example, participation in online discussions is often assessed by using quantitative measures such as how many messages learners have posted in a discussion board (e.g., Mazzolini & Maddison, 2003).”
When to jump in: The role of the instructor in online discussion forums (2007, methodology): “Frequent instructor intervention – university evaluation survey responses In our earlier study (Mazzolini & Maddison, 2003) we analysed (anonymous) student responses to university evaluation surveys and found significant correlations suggesting that SAO students tend to perceive instructors who…”
Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review (2010, background): “Mazzolini and Maddison (2003) found that when professors posted on a more frequent basis, students were no more or less likely to post, but when the students did post, the discussion threads were shorter.”
Procrastination, participation, and performance in online learning environments (2011, background): “This strategy is known to stimulate the learners’ participation, but the tutor/instructor needs to avoid becoming too involved in the discussions, studies having shown that this can inhibit the participation of the learners (e.g., Mazzolini & Maddison, 2003, 2007).”
Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “In a study that asks the question of what role an instructor should undertake in an asynchronous discussion forum (sage, guide, or ghost), Mazzolini and Maddison (2003) found that it depends on what the instructor wishes to accomplish.”