Doctoral Students' Perceptions of Student-Led Discussion Forums in Online Classes

Autor/inn/en	Martirosyan, Nara M.; Saxon, D. Patrick; Coleman, Sandra Lee
Titel	Doctoral Students' Perceptions of Student-Led Discussion Forums in Online Classes
Quelle	In: Distance Education, 43 (2022) 1, S.157-170 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martirosyan, Nara M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2029351
Schlagwörter	Doctoral Students; Student Attitudes; Peer Teaching; Discussion (Teaching Technique); Online Courses; Diversity; Learner Engagement; Teaching Skills; Time Management; Texas + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Peer group teaching; Peer Group Teaching; Online course; Online-Kurs; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Zeitmanagement
Abstract	The purpose of this study was to examine graduate students' perceptions regarding student-led discussion forums in online classes. Qualitative data were collected from 2014 to 2021 from 65 doctoral students enrolled in a cohort model, fully online doctoral program focused on administration and leadership in education at a doctoral research university in Texas. A total of eight cohorts were represented. Results indicated that the majority of students (91%) liked student-led discussions and would consider implementing them if given an opportunity to teach graduate-level online courses. Five distinct themes emerged through participants' qualitative responses: in-depth learning, diversity of thoughts, student engagement, teaching skills, and time-consuming. Based on the findings, implications for practice are highlighted which can benefit faculty teaching graduate-level online courses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01