Evaluating Learning Outcomes of an Asynchronous Online Discussion Assignment: A Post-Priori Content Analysis

Autor/inn/en	Calderon, Orly; Sood, Charu
Titel	Evaluating Learning Outcomes of an Asynchronous Online Discussion Assignment: A Post-Priori Content Analysis
Quelle	In: Interactive Learning Environments, 28 (2020) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calderon, Orly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1510421
Schlagwörter	Outcomes of Education; Asynchronous Communication; Computer Mediated Communication; Group Discussion; Integrated Learning Systems; Instructional Design; Online Courses; Blended Learning; Assignments; Graduate Students; Content Analysis; Accuracy; Interpersonal Communication; Reflection; Learning Processes; Social Work; New York + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Computerkonferenz; Gruppendiskussion; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Inhaltsanalyse; Interpersonale Kommunikation; Learning process; Lernprozess; Soziale Arbeit
Abstract	Use of learning management systems is prevalent across the continuum of education formats (online, blended, face-to-face). Specific asynchronous tools such as the discussion board are effective for student-instructor and student-student communication [Calderon, Ginsberg, and Ciabocchi (2012); Jorczak, R. L., & Dupuis, D. N. (2014). Differences in classroom versus online exam performance due to asynchronous discussion. "Journal of Asynchronous Learning Networks," 18(2), 67-75; Lane, L. M. (2014). Constructing the past online: Discussion board as history Lab. "History Teacher," 47(2), 197-207. Retrieved from https://eric.ed.gov/?redir=http://www.societyforhistoryeducation.org%2fpdfs%2fF14_Lane.pdf]. However, designing learning assignments that optimize the educational value of web-based tools requires a careful consideration of strategies to evaluate students' learning outcomes. To date, there is a lack of systematic analysis that focuses on identifying learning evaluation dimensions beyond the traditional strategies to evaluate written assignments or face-to-face communication. Previous work includes a-priori parameters or instrumental dimensions such as critical thinking [Lai, K. (2012). Assessing participation skills: Online discussions with peers. "Assessment & Evaluation in Higher Education," 37(8), 933-947. doi:10.1080/02602938.2011.590878] or length of communication [Brooks, C. F., & Bippus, A. M. (2012). Underscoring the social nature of classrooms by examining the amount of virtual talk across online and blended college courses. "European Journal of Open, Distance and E-Learning." Retrieved from http://www.eurodl.org/materials/contrib/2012/Brooks_Bippus.pdf]. This study utilized a post- priori analysis of students' responses to an online discussion board assignment in a graduate course to identify organically emerging indicators of learning that occur when completing such assignments, thus capturing learning outcomes that are unique to an online group discussion assignment. Three dimensions of learning emerged: contextual (accuracy and sophistication of response content); inter-personal communication (quality of peer-to-peer interaction); meta-learning (reflections on the assignment and the learning process). These can serve as parameters for evaluating educational outcomes unique to the online environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01