A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems
Der-thanq Chen, Nanyang Technological University, Singapore ; Yu-mei Wang, University of Alabama - Birmingham, United States ; David Hung, Nanyang Technological University, Singapore
Journal of Interactive Learning Research Volume 20, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Research on asynchronous online discussions has primarily focused on their efficacy in relation to learning outcomes. Rarely are there investigations on how the design of online learning activities or how discussions could be incorporated into student learning experience. We contend that successful online activities need careful and meticulous design. We are particularly interested in how the design of 'rules' or protocols for group interactions contributes to the quality of student learning experience. This article reports a three-year study on designing and refining such rules for online discussions. Specifically, we studied how rules support or inhibit online discussions. Reported in the article are the processes and rationales for each refinement of the rules based on real interactions. We argue that existing learning management systems still fall short in supporting various learning activities afforded by these rules. Therefore, various tools are proposed based on our findings. These tools should be integrated into existing learning management systems such as Blackboard or Moodle.
Chen, D.t., Wang, Y.m. & Hung, D. (2009). A Journey on Refining Rules for Online Discussion: Implications for the Design of Learning Management Systems. Journal of Interactive Learning Research, 20(2), 157-173. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
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Yu-mei Wang, University of Alabama at Birmingham, United States
Journal of Interactive Learning Research Vol. 30, No. 1 (2019) pp. 5–25
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