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Asynchronous Discussion Strategies in Online Courses: Which Type is Most Effective in Engaging Students in Meaningful Dialogue?
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, Louisiana State University in Shreveport, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Three strategies for asynchronous online discussions were employed in a seven-week, 100% online course. After final grades were reported, an anonymous survey was administered to participants to determine which of the three methods is most effective for engaging students in meaningful dialogue in the online setting. There are no significant differences among the three discussion strategies employed in this 100% online curriculum course. Learners tend to spend similar efforts preparing for each discussion type and their responses are of similar length. The students are generally satisfied with each of the strategies, report that all three are engaging, and require similar amounts of time to complete.

Citation

Easley-Tidwell, L. (2014). Asynchronous Discussion Strategies in Online Courses: Which Type is Most Effective in Engaging Students in Meaningful Dialogue?. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 12-20). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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