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Impact of the Semantic Structure of Initial Postings on the Quality of Online Course Discussion
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, , , Graceland University, United States

EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research explores whether the semantic structure of initial candidate postings will impact the quality of discussion in an online course. Four courses were selected for analysis. Two groups were selected to receive alternate instruction for the discussion. Two courses contained instructions which required discussion groups to read the assigned text, and to post initial questions without a defined structure. Different sections of the same two courses contained instructions which required discussion groups to read the assigned text, and to post initial questions with a highly defined structure. Courses that required a defined structure to the initial candidate posting demonstrated higher candidate engagement in all categories. A slightly higher percentage of candidates in the courses requiring a structured initial response posted comments which could be exclusively categorized as limiting; however, levels of engagement were higher for the structured courses in extending, restricting, and limiting categories.

Citation

Graham, L., Thomas, L. & Armstrong, B. (2007). Impact of the Semantic Structure of Initial Postings on the Quality of Online Course Discussion. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2526-2530). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2020 from .

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