Student Engagement with Course Content and Peers in Synchronous Online Discussions

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  • Source:
    Online Learning, v22 n4 p289-312 Dec 2018. 24 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research; Tests/Questionnaires
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1202395
      Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
    • Peer Reviewed:
      Y
    • ISSN:
      2472-5749
    • Subject Terms:
    • Abstract:
      As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self- and group reflection on student--content and student--student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student--student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student--content interactions in the third chat and critical student--student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.
    • Abstract:
      As Provided
    • Number of References:
      38
    • Physical Description:
      24
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      FEB2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1202395
  • Citations
    • ABNT:
      TRUHLAR, A. M.; WALTER, M. T.; WILLIAMS, K. M. Student Engagement with Course Content and Peers in Synchronous Online Discussions. Online Learning, [s. l.], v. 22, n. 4, p. 289–312, 2018. Disponível em: . Acesso em: 26 ago. 2019.
    • AMA:
      Truhlar AM, Walter MT, Williams KM. Student Engagement with Course Content and Peers in Synchronous Online Discussions. Online Learning. 2018;22(4):289-312. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428. Accessed August 26, 2019.
    • APA:
      Truhlar, A. M., Walter, M. T., & Williams, K. M. (2018). Student Engagement with Course Content and Peers in Synchronous Online Discussions. Online Learning, 22(4), 289–312. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Truhlar, Allison M., M. Todd Walter, and Kimberly M. Williams. 2018. “Student Engagement with Course Content and Peers in Synchronous Online Discussions.” Online Learning 22 (4): 289–312. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428.
    • Harvard:
      Truhlar, A. M., Walter, M. T. and Williams, K. M. (2018) ‘Student Engagement with Course Content and Peers in Synchronous Online Discussions’, Online Learning, 22(4), pp. 289–312. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428 (Accessed: 26 August 2019).
    • Harvard: Australian:
      Truhlar, AM, Walter, MT & Williams, KM 2018, ‘Student Engagement with Course Content and Peers in Synchronous Online Discussions’, Online Learning, vol. 22, no. 4, pp. 289–312, viewed 26 August 2019, .
    • MLA:
      Truhlar, Allison M., et al. “Student Engagement with Course Content and Peers in Synchronous Online Discussions.” Online Learning, vol. 22, no. 4, Dec. 2018, pp. 289–312. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Truhlar, Allison M., M. Todd Walter, and Kimberly M. Williams. “Student Engagement with Course Content and Peers in Synchronous Online Discussions.” Online Learning 22, no. 4 (December 1, 2018): 289–312. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428.
    • Vancouver/ICMJE:
      Truhlar AM, Walter MT, Williams KM. Student Engagement with Course Content and Peers in Synchronous Online Discussions. Online Learning [Internet]. 2018 Dec 1 [cited 2019 Aug 26];22(4):289–312. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1202395&custid=s8280428