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Conference Paper: Asynchronous online discussion: Instructor facilitation vs. peer facilitation

TitleAsynchronous online discussion: Instructor facilitation vs. peer facilitation
Authors
KeywordsAsynchronous online discussion
Facilitation
Instructor facilitator
Peer facilitator
Learners' participation
Issue Date2010
PublisherThe University of Queensland. The Conference proceedings' website is located at http://www.ascilite.org/conferences/sydney10/proceedings.htm
Citation
The 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (Ascilite 2010), Sydney, Australia, 5-8 December 2010. In Conference Proceedings. 2010, p. 179-183 How to Cite?
AbstractAsynchronous 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.
Persistent Identifierhttp://hdl.handle.net/10722/194477
ISBN

 

DC FieldValueLanguage
dc.contributor.authorCheung, WS-
dc.contributor.authorHew, KF-
dc.date.accessioned2014-01-30T03:32:38Z-
dc.date.available2014-01-30T03:32:38Z-
dc.date.issued2010-
dc.identifier.citationThe 27th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (Ascilite 2010), Sydney, Australia, 5-8 December 2010. In Conference Proceedings. 2010, p. 179-183-
dc.identifier.isbn978-1-74272-016-6-
dc.identifier.urihttp://hdl.handle.net/10722/194477-
dc.description.abstractAsynchronous 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.-
dc.languageeng-
dc.publisherThe University of Queensland. The Conference proceedings' website is located at http://www.ascilite.org/conferences/sydney10/proceedings.htm-
dc.relation.ispartofAscilite 2010 Proceedings-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAsynchronous online discussion-
dc.subjectFacilitation-
dc.subjectInstructor facilitator-
dc.subjectPeer facilitator-
dc.subjectLearners' participation-
dc.titleAsynchronous online discussion: Instructor facilitation vs. peer facilitation-
dc.typeConference_Paper-
dc.identifier.emailHew, HF: kfhew@hku.hk-
dc.identifier.authorityHew, HF=rp01873-
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-84870733716-
dc.identifier.hkuros245769-
dc.identifier.spage179-
dc.identifier.epage183-
dc.publisher.placeAustralia-
dc.customcontrol.immutablesml 150720-

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