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Conference Paper: Online participation in digital classroom

TitleOnline participation in digital classroom
Authors
KeywordsAsynchronous online discussion
Adult learners
Facilitation
Issue Date2013
PublisherNational Cheng Kung University.
Citation
The 2013 AECT International Conference on the Frontier in e-Learning Research (AECT-ICFER 2013), Taichung, Taiwan, 18-20 June 2013. In Conference Proceedings, 2013, p. 41-44 How to Cite?
AbstractOnline participation in digital classrooms is a common feature in many educational institutes. This research explores working adult learners’ perceptions with regard to the use of asynchronous online discussion (AOD). Findings suggest that participants on the whole were receptive to the use of AOD. Moreover, findings also suggest that many working adults preferred instructor to peer facilitation, and participants desired to receive a response from other participants within 24 hours. However, a clearer guidance on how AOD participation is assessed is needed. Participants suggested two possible areas by which online participation may be assessed: (a) the number of thread (e.g., participation rate, frequency of log-in and number of posts viewed), and (b) the content of discussion such as the demonstration of knowledge on topic taught, depth of discussion, content of discussion, relevancy of post, quality of comments, usefulness and constructive of the post.
DescriptionShort paper
Persistent Identifierhttp://hdl.handle.net/10722/211575

 

DC FieldValueLanguage
dc.contributor.authorThiak, PK-
dc.contributor.authorHew, KF-
dc.date.accessioned2015-07-21T01:40:50Z-
dc.date.available2015-07-21T01:40:50Z-
dc.date.issued2013-
dc.identifier.citationThe 2013 AECT International Conference on the Frontier in e-Learning Research (AECT-ICFER 2013), Taichung, Taiwan, 18-20 June 2013. In Conference Proceedings, 2013, p. 41-44-
dc.identifier.urihttp://hdl.handle.net/10722/211575-
dc.descriptionShort paper-
dc.description.abstractOnline participation in digital classrooms is a common feature in many educational institutes. This research explores working adult learners’ perceptions with regard to the use of asynchronous online discussion (AOD). Findings suggest that participants on the whole were receptive to the use of AOD. Moreover, findings also suggest that many working adults preferred instructor to peer facilitation, and participants desired to receive a response from other participants within 24 hours. However, a clearer guidance on how AOD participation is assessed is needed. Participants suggested two possible areas by which online participation may be assessed: (a) the number of thread (e.g., participation rate, frequency of log-in and number of posts viewed), and (b) the content of discussion such as the demonstration of knowledge on topic taught, depth of discussion, content of discussion, relevancy of post, quality of comments, usefulness and constructive of the post.-
dc.languageeng-
dc.publisherNational Cheng Kung University.-
dc.relation.ispartofProceedings of the AECT International Conference on the Frontier in e-Learning Research 2013-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAsynchronous online discussion-
dc.subjectAdult learners-
dc.subjectFacilitation-
dc.titleOnline participation in digital classroom-
dc.typeConference_Paper-
dc.identifier.emailHew, KF: kfhew@hku.hk-
dc.identifier.authorityHew, KF=rp01873-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros245759-
dc.identifier.spage41-
dc.identifier.epage44-
dc.publisher.placeTaiwan-

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