Discussion Board Assignments and Their Impact on Creating Engaged Learning Environments in Art History Online Courses

The adaptation of traditional, face-to-face courses to the online format presents both challenges and opportunities. Many pedagogical practices need to be rethought when designing online courses. A successful online course needs to be intellectually stimulating and engaging. The chapter demonstrates how to create an engaging learning environment without any additional budget. The author describes approaches that she has developed, experimented with, and found to be effective in asynchronous online art history courses, as well as learner engagement strategies she has implemented in the eLearning environment. Advantages of scenario-based discussions board assignments and the effects of role playing in discussion forums are discussed. The author shares examples of personalized discussion board assignments aimed to motivate online learners, create a collaborative learning environment, improve peer-to-peer interaction, and prevent plagiarism

On-line case discussion assessment in Ultrasound: The effect on student centred and inter-professional learning

In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case-study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, interprofessional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning

Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions

Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers’ beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors’ own perspectives for what is needed to make online learning environments fertile territory for reflective learning

A case study in online formal/informal learning: was it collaborative or cooperative learning?

Developing skills in communication and collaboration is essential in modern design education, in order to prepare students for the realities of design practice, where projects involve multidisciplinary teams, often working remotely. This paper presents a learning activity that focusses on developing communication and collaboration skills of undergraduate design students working remotely and vocational learners based in a community makerspace. Participants were drawn from these formal and informal educational settings and engaged in a design-make project framed in the context of distributed manufacturing. They were given designer or maker roles and worked at distance from each other, communicating using asynchronous online tools. Analysis of the collected data has identified a diversity of working practice across the participants, and highlighted the difficulties that result from getting students to work collaboratively, when not collocated. This paper presents and analysis of participants’ communications, with a view to identify whether they were learning collaboratively, or cooperatively. It was found that engaging participants in joint problem solving is not enough to facilitate collaboration. Instead effective collaboration depends on symmetry within the roles of participants and willingness to share expertise through dialogue. Designing learning activities to overcome the challenges that these factors raise is a difficult task, and the research reported here provides some valuable insight

Assessing Online Collaborative Discourse

This qualitative study using transcript analysis was undertaken to clarify the value of Harasim’s Online Collaborative Learning Theory as a way to assess the collaborative process within nursing education. The theory incorporated three phases: (1) idea generating; (2) idea organizing; and (3) intellectual convergence. The transcripts of asynchronous discussions from a two-week module about disaster nursing using a virtual community were analyzed and formed the data for this study. This study supports the use of Online Collaborative Learning Theory as a framework for assessing online collaborative discourse. Individual or group outcomes were required for the students to move through all three phases of the theory. The phases of the Online Collaborative Learning Theory could be used to evaluate the student’s ability to collaborate. It is recommended that group process skills, which have more to do with interpersonal skills, be evaluated separately from collaborative learning, which has more to do with cognitive skills. Both are required for practicing nurses. When evaluated separately, the student learning needs are more clearly delineated

Student engagement in virtual space

In this paper, a university course (subject or unit of study) that currently enjoys positive formal student reviews is used as a case study to demonstrate how theoretical knowledge about student engagement is effectively put into practice. This investigation identifies key aspects that have contributed to the positive student feedback with particular emphasis on student engagement online, or in virtual space. The investigation involves identifying what is considered good practice with respect to student engagement and then benchmarking the case study course against this. A key contribution of this paper is the presentation of practical examples demonstrating how the current theory is effectively realised in practice. The conclusion was that the course complied with key elements of what is considered good practice and successfully engaged students. Other practitioners may use the examples in their own context to help inform the practice of engaging students when teaching in virtual space

How do I enhance motivation to learn and higher order cognition among students of Science through the use of a virtual learning environment?

In this paper I explore the capacity of Moodle to enhance the teaching and learning of Leaving Certificate Biology within a small urban secondary school. I simultaneously investigate the potential of the technology to enhance higher-order cognition and motivation to learn among the students. Adopting an action research approach has led me to a much deeper understanding of the tacit knowledge that inspires my work. The chief stimulus to my research was the realisation that my explicit practice was in negation of my implicit values. I have come to know my practice and over time changed it. I can now see evidence of a greater congruence between my espoused core educational values and my explicit actions. Cycle one of the research focuses on setting up and introducing Moodle to a group of Biology students. The second cycle shows the feasibility of a community of enquiry through a discussion-forum. A process of social validation runs concurrently, in which interested individuals substantiate my claim that my core educational values are being translated into my practice. Throughout I learn to strike a balance between co-learner and guide. Consequently the students come to act as co-authors in moving away from authoritarian dissemination of facts. This facilitates a community of inquiry, revolving around the collaborative negotiation of meaning. There is clear evidence of increased higher-order cognition and motivation to learn among the participants within this virtual community

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Assessment of online reflections: engaging english second language (ESL) students

Online discussion boards are increasingly being used by tertiary educators as a tool for encouraging greater student interaction and developing learning communities. In particular, educators who have adopted a learner-centered, socio-constructivist approach to teaching have sought to facilitate collaborative learning in which students reflect upon and share their experiences and perspectives, and construct knowledge together through developing shared meanings. In this paper, the findings of an electronic survey of the perceptions of 70 distance education EFL and ESL students concerning a compulsory assessment item involving contribution to an online course discussion board are presented. The study revealed that the majority of the students enjoyed the assessment item and agreed that posting to the online course discussion board had allowed them to achieve a range of cognitive and social learning outcomes, as well as, to develop some important graduate skills. In particular, ESL students reported the benefits of posting to the discussion board in terms of sharing their experiences with others and reducing the feeling of isolation. Further, when considering social outcomes, ESL students perceive the discussion board provided them with an opportunity to meet and develop a closer relationship with other students in the course and encouraged them to keep up with their studies

‘Unfettered expression of thought’? Experiences of anonymous online role play

Advocates suggest that anonymity allows all learners to have an equal voice in a learning environment, and that it encourages participation. This paper explores tutors’ and learners’ experiences of an anonymous, synchronous role play activity conducted using online discussion forums. A qualitative study was undertaken to investigate the experiences of five groups of learners and four tutors. Data were obtained from an online questionnaire and interviews with students and tutors. The findings reveal a huge diversity in responses to the activity. Learners’ emotions before the activity ranged from ‘confident’ to ‘panic’. Afterwards many stated that ‘anonymity’ was the best thing about the activity, suggesting that it ‘loosened inhibitions’ and allowed ‘unfettered expression of thought’. At the same time, some respondents admitted trying to guess the identity of participants, and played their roles with varying degrees of conviction and engagement. Some participants may even have refrained from playing any part in the activity, hiding behind their anonymity. For tutors issues of control were significant and issues of facilitation were raised, although inappropriate behaviour was rare. This study has revealed the diversity of learners’ responses to online role play, and the generally positive attitude towards anonymity. It also highlights the potential for anonymity to contribute to inequality in participation and raises the question of whether genuine anonymity can be useful or achievable. Key findings with significance for future implementation of similar role play activities are presented here