Examining facilitators' habits of mind in an asynchronous online discussion environment: A two cases study

Asynchronous online discussion has been widely used by faculty members and students in schools and universities. Previous research has examined how factors such as the discussion activity, knowledge about the discussion topic, and the behaviour of other participants can affect learner participation. This study explored student facilitators' influence in promoting learners' participation in terms of their exhibited habits of mind. The following habits of mind of the facilitators were examined: (a) awareness of own thinking, (b) accurate and seeks accuracy, (c) open minded, (d) taking a position when the situation warrants it, and (e) sensitive to other. A two-cases study methodology approach was used in this study. The habits of "awareness of own thinking" and "open minded" were found to be exhibited more often by the student facilitators in the two cases. When we zoomed into the top 30% of the forums in terms of learners' participation, we also found that the frequency of habits of mind, "awareness of own thinking" and "open minded", were exhibited more often by the facilitators.published_or_final_versio

Asynchronous online discussion: Instructor facilitation vs. peer facilitation

Asynchronous online discussion forums have been widely used in schools and universities. They form an integral part of e-learning and blended learning. Many researchers and educators use asynchronous online discussion activity to develop student thinking skills, problem solving skills, and others. There are many factors that may affect student participation in asynchronous online discussion forums such as discussion topics, group size, ground rules of the discussion forums, facilitation skills, and others. We believe that facilitators play an important role in the success of asynchronous online discussion. Usually instructors or students serve as facilitators for online discussion activities. In this study, we explore participants" preference in terms of facilitator (instructor facilitator vs. peer facilitator). In addition, we also found out the reasons for their preference. © 2010 Wing Sum Cheung & Khe Foon Hew.published_or_final_versio

Online knowledge construction in networked learning communities

Networked Learning Communities (NLCs) comprise individuals from different schools or organisations collaborating with one another in purposeful and sustained professional development (Jackson & Temperley, 2007).  Knowledge construction is central to the work of NLCs as networked learning entails the construction of new knowledge by tapping members’ personal practitioner knowledge and the public knowledge base.  In Singapore, some NLCs sustain their professional learning through online interactions in collaboration groups within "One Portal All Learners (OPAL)", a learning and content management system developed by the Ministry of Education (MOE).  This paper outlines a project that studied knowledge construction within 10 OPAL collaboration groups created by NLCs (“ONLCs”), the roles adopted by the members, and the factors that influenced members' participation in knowledge construction within the ONLCs.  According to the Interaction Analysis Model (IAM) by Gunawardena, Lowe, and Anderson (1997), knowledge construction in online collaborative environments progresses over five levels: (a) sharing and comparing of information; (b) discovery and exploration of dissonance or inconsistency among ideas; (c) negotiation of meaning; (d) testing and modification; and (e) application of newly-constructed meaning.  Findings revealed that the majority of the online knowledge constructions were at the level of sharing and comparing of information.  Six possible factors that influenced members' engagement in knowledge construction in the ONLCs were identified through focus group discussions.  The factors identified were (a) a structured approach for enacting NLCs, (b) organisational support, (c) a conducive environment that enables trust to be built among members, (d) shared ownership among members, (e) a culture of sharing that prioritises higher levels of knowledge construction, and (f) OPAL as an enabler.  Using findings from the study and from literature, an implementation framework was developed to promote knowledge construction in ONLCs.  The implementation framework was field-tested by four NLCs and then refined based on feedback gathered.  The feedback gathered on the implementation framework was generally positive and participants found it to be comprehensive, although many felt that the efficacy of the implementation framework to support online knowledge construction may be limited by the affordances of the online collaborative workspace being used.  However, the key to raising the level of knowledge construction could lie in nurturing a conducive environment and a culture of sharing, and fostering shared ownership.  These three factors can work together to shape the dynamics within the NLC, to help members recognise the importance of co-owning and co-leading the NLC's professional learning

The impact of student facilitation on student engagement in asynchronous online discussion

Lack of engagement in asynchronous online discussion is a common issue due to insufficient participation, disinterest in discussion, superficial discussion, and the influence of peer behaviors. The purpose of this study was to enhance student engagement in asynchronous online discussion by using student-led discussion and peer assessment. A mixed methods design was utilized in this study to offset quantitative and qualitative research weaknesses and to draw on the strengths of both (Plano Clark & Creswell, 2008). The control group participated in the discussion managed by the instructor, who posted weekly discussion questions to a class discussion board and facilitated the discussion. The experimental group worked in smaller discussion groups, led by a different student each week who posed a discussion question, facilitated the group discussion, and conducted a peer review. Interviews and discussion post analysis showed that students were behaviorally engaged and the way in which they demonstrated cognitive and emotional engagement varied. Survey results indicated that there was no statistically significant difference in the control group and experimental groups’ cognitive and emotional engagement, and academic performance. Students liked the student-led format, however, they preferred participating rather than leading. Directions for future research on student engagement in online discussion were identified

Using asynchronous online discussion in education: lessons learned over the last ten years

Over the last ten years we have been exploring the educational use of asynchronous online discussion (AOD) at a university in Singapore. While the advantages of using AOD have been widely reported, the challenges or problems of using it have received lesser attention. This paper briefly reports the three main challenges we faced in actual lesson implementations of AOD in the last ten years. These challenges are “Assignment mode”, “No time for discussion”, and “lack of in-depth critical thinking”. In addition, we also made some suggestions to overcome them.postprin

Instructional design and facilitation approaches that promote critical thinking in asynchronous online discussions: A review of the literature

Asynchronous online discussions (AODs) are often used to promote critical thinking in online courses; however, recent research suggests that levels of critical thinking in discussions remain low. Furthermore, there is a lack of consensus in the literature about the definition of critical thinking and many of the existing studies focus on one specific cognitive construct. Therefore, it is unknown which instructional approaches have the strongest empirical support for promoting critical thinking across multiple cognitive constructs. The purpose of this article is to present a review of the literature related to instructional design and facilitation approaches that promote critical thinking in AODs across multiple cognitive constructs (cognitive domain, cognitive presence, knowledge construction, and perspective-taking). Design approaches, such as providing scaffolding and using a debate-based instructional approach, and facilitation approaches, such as using Socratic questioning and allowing students to lead discussions, are effective for promoting critical thinking. Additional research should be conducted to confirm the efficacy of case-based, problem-based, project-based, and role play instructional approaches and to reach a consensus on the definition of critical thinking as well as how critical thinking should be demonstrated and accurately assessed in AODs.DOI: 10.18870/hlrc.v4i4.22

Chapter 1 : Learning Online

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

Examining Active Learning in an Online Synchronous Train-the-Trainer Mathematics Professional Development Initiative

High quality teacher professional development has been linked to increase in student achievement. Active learning is a characteristic of effective professional development (Darling-Hammond et al., 2017; Gulamhussein, 2013). Additionally, there was a positive impact on student achievement in studies where active learning was incorporated in teacher professional development. Active learning occurs when learners interact during the learning process with the content and with one another (Learning Forward, 2011). As such, school districts should examine professional development learning environments to determine if active learning is transpiring. This study examined active learning in one school system’s online synchronous mathematics teacher leader train-the-trainer professional development initiative. The study sought to identity what instructional strategies were incorporated and how did the mathematics teacher leaders actively engage. The school system in this study adopted new more rigorous college and career mathematics standards. To support implementation, the school system instituted a professional development (PD) initiative and contracted external facilitators to provide train-the-trainer professional development to mathematics teacher leaders. The mathematics teacher leaders in turn redelivered the PD in-person to teachers at a school. The PD sessions were conducted online synchronously using the Zoom platform. The study used qualitative research methodology. Symbolic interactionism, constructivism and the Online Synchronous Active Learning Professional Development Framework based on Moore’s (1989) Three Types of Interaction and Grooms’ (2000) Learner Interaction Model were used to guide the examination of active learning. Data were collected and triangulated from the recorded videos, the transcribed videos, transcripts of the chats, and small breakout group documents completed by the participants. The following themes emerged (1) modeling strategies; (2) collaborative conversations; (3) questioning to deepen knowledge; and (4) using online technology tools to convey ideas. The findings indicate active learning is fostered through interaction, facilitators must design learning environments conducive to active learning, mathematics teacher leaders must be provided opportunities to develop their own knowledge base, and facilitation strategies should promote the understanding of mathematics standards and pedagogical practices

The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator’s role in developing and leading blended (online and face-to-face) PLCs with members from Ontario’s school districts was examined through a qualitative case study. The research involved a document analysis of 36 reflections from 6 facilitators, observations, and a 2-hour, open ended, semi-structured interview with 6 facilitation coaches associated with the Elementary Teachers’ Federation of Ontario. Facilitators shared leadership with PLC members to develop collaborative cultures, shared goals and artifacts, and guided them using dialogue and open-ended questioning to promote deep thinking, inquiry, and reflection. They scheduled meetings, set deadlines, monitored progress, and contacted members between meetings to encourage attendance. This research provides insight into the facilitators’ strategies for encouraging the production of shared goals and artifacts, and the organizational culture that promotes collaborative work.Une communauté d’apprentissage professionnelle (CAP) représente une des stratégies les plus prometteuses pour mettre en œuvre des changements dans les pratiques pédagogiques visant l’amélioration du rendement académique et le bienêtre de tous les élèves. Cette étude qualitative de cas a porté sur le rôle de l’animateur des CAPs dans le développement et la direction de CAPs mixtes (en ligne et en face à face) composées de membres de districts scolaires en Ontario. La recherche a impliqué une analyse de documents (36 réflexions de la part de 6 animateurs), des séances d’observation et une entrevue semi-structurée, à questions ouvertes et d’une durée de deux heures auprès de 6 formateurs en facilitation associés à la Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario. Les animateurs ont partagé le leadership avec les membres des CAPs de sorte à développer des cultures de collaboration, et des objectifs et des artéfacts partagés. De plus, les animateurs ont servi de guides pendant le dialogue et la présentation de questions ouvertes visant la réflexion approfondie et la recherche. Ils ont organisé des rencontres, établi les délais, suivi les progrès accomplis et, pour promouvoir la participation, contacté les membres entre les rencontres. Cette recherche offre des connaissances approfondies sur les stratégies qu’emploient les animateurs pour stimuler la production d’objectifs et d’artéfacts partagés ainsi que le développement d’une culture organisationnelle favorisant la collaboration.