The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion
Chaohua Ou, Trudy LeDoux, Steven Crooks, College of Education, Texas Technology University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Asynchronous online discussion provides every member of a class with an opportunity to share their experiences and exchange views. As a result, they can construct a better understanding of new knowledge through interactions with peers and the instructor. However, interaction does not happen automatically. The instructor, as the designer and facilitator of the course, plays an important role in facilitating an online discussion. Consequently, it is critical to examine how instructors facilitate online discussion and promote high level interaction. This experimental study examines the effects of instructor presence on students' attitudes as well as the quantity and quality of student participation in asynchronous online discussion. This study is expected to generate knowledge that will help instructors make decisions on how to establish presence in online discussions. It will have useful implications for instructors to develop and promote interactions among learners and between learners and instructor.
Ou, C., LeDoux, T. & Crooks, S. (2004). The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2989-2993). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).