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The effects of two factors on asynchronous discussions in a Chinese online course: types of discussion activities and discussion leaders

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Abstract:

This study examined the effects of two factors on asynchronous discussions in a Chinese online course. One factor was different types of online discussion activities (problem-solving, sharing information, case study, and debating). Another factor was different discussion leaders (instructor-lead, tutor-lead, peer-lead, and no leaders). The findings indicated that debating discussion activity could facilitate students to achieve higher level of knowledge construction than sharing information activity. However, different discussion leaders showed no significant effects on students’ meaningful participation.
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Association:
Name: AECT Convention
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http://www.aect.org


Citation:
URL: http://citation.allacademic.com/meta/p430027_index.html
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MLA Citation:

Han, Ninghua., Cheon, Jongpil. and Chung, Sungwon. "The effects of two factors on asynchronous discussions in a Chinese online course: types of discussion activities and discussion leaders" Paper presented at the annual meeting of the AECT Convention, Hyatt Regency Orange County, Anaheim, CA, Oct 26, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p430027_index.html>

APA Citation:

Han, N. , Cheon, J. and Chung, S. , 2010-10-26 "The effects of two factors on asynchronous discussions in a Chinese online course: types of discussion activities and discussion leaders" Paper presented at the annual meeting of the AECT Convention, Hyatt Regency Orange County, Anaheim, CA <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p430027_index.html

Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This study examined the effects of two factors on asynchronous discussions in a Chinese online course. One factor was different types of online discussion activities (problem-solving, sharing information, case study, and debating). Another factor was different discussion leaders (instructor-lead, tutor-lead, peer-lead, and no leaders). The findings indicated that debating discussion activity could facilitate students to achieve higher level of knowledge construction than sharing information activity. However, different discussion leaders showed no significant effects on students’ meaningful participation.


Similar Titles:
Roundtable: The effect of types of questions on students’ interactions during asynchronous online discussions in a Chinese online course

Active Learning through Reading and Writing in Online Discussion Boards: Assessing the Effects on Learner Outcomes

Active Learning through Online Discussions? Assessing the Effects of Gender Context


 
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