Enhancing discussions in the asynchronous online classroom : the lack of face-to-face interaction does not lessen the lesson/ created by Debra R. Comer and Janet A. Lenaghan

By:

Comer, Debra R [author]

Contributor(s):

Lenaghan, Janet A [co author]

Material type: Text

TextSeries: Journal of management education ; Volume 37, number 2Newbury Park : Sage, 2013Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

10525629

Subject(s):

Asynchronous discussions -- Distance learning -- Online learning

LOC classification:

HD20 JOU

Online resources:

Click here to access online

Abstract: This article addresses educators’ concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom’s taxonomy, the authors introduce the system of “original examples” and “value-added comments” that they have developed to promote engaging and meaningful discussions in which students learn course material from one another. The authors describe how to integrate this system into an online course and provide guidelines for instructor facilitation. They offer evidence that online asynchronous discussions facilitate students’ learning and may be more inclusive than face-to-face discussions for some students. Finally, the authors share their observations and suggestions for implementation.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	HD20 JOU (Browse shelf(Opens below))	Vol. 37, no.2 (pages 261-294)	Not for loan	For in house use only

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This article addresses educators’ concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom’s taxonomy, the authors introduce the system of “original examples” and “value-added comments” that they have developed to promote engaging and meaningful discussions in which students learn course material from one another. The authors describe how to integrate this system into an online course and provide guidelines for instructor facilitation. They offer evidence that online asynchronous discussions facilitate students’ learning and may be more inclusive than face-to-face discussions for some students. Finally, the authors share their observations and suggestions for implementation.

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