1. By Bundhun Amit Varma HMOA 5403

2.  Define Online Discussion  Recognise models of online discussions ◦ Synchronous ◦ Asynchronous  Distinguish three characteristics of ◦ synchronous discussion ◦ asynchronous discussion  Explain three major processes in online discussions  Relate to the Productive online discussion model  Identify six successful factors for online discussion

3.  Interaction method ◦ among Students ◦ between Student and online facilitator  Demonstrate students' competencies through activities  Brainstorming and Web field trips  Problem Solving and case analysis  Cooperative Debate and Collaborative writing  Online assessment method ◦ through active and effective participation  Uses technology ◦ Internet, Computers, Web Cam, Speakers

4.  Web conferencing (Synchronous) Virtual meeting Virtual classes Web seminar/ Webinar  Discussion Forums (Asynchronous) ◦ Discussion threads ◦ Blog comments

5.  Combination of audio and video interaction  Real time broadcast of workshop  Synchronous discussion  Viewing of office applications and resources

6.  Allows discussion on topics  Conversation are organised in a main thread and responses  Asynchronous  Facilitates group work and collaboration

7.  Collaborative work  Instant Feedback  Simulate face to face discussions for remote students

8.  Development of critical thinking on discussion topics ◦ More time to think on topic discussed ◦ More meaningful analysis from other participant comments. (Meyer,2007) ◦ Extra research before commenting (Du, Zhang, Olinzock, & Adams, 2008 )  Equal opportunity for participation  Formation of social ties ◦ Increase student to student discussion ◦ Collaboration

9. Cognitive ProcessArgumentationSocial Knowledge Construction

10.  Cognitive ◦ elementary clarification, ◦ in-depth clarification ◦ inference ◦ judgment ◦ Strategies ◦ Linking ideas ◦ Critical assessment (Newman, Johnson, Cochrane, and Webb,1995)

11.  Argumentation 1.Triggering event 2.Searching for clarification and attempting to orient one’s attention 3.Integrating the information and knowledge into a coherent idea or concept 4.the resolution of the issue or problem (Garrison, Anderson, and Archer’s,2000) Events concept

12.  Social knowledge Construction ◦ sharing/comparing of information ◦ discovery and exploration of dissonance or inconsistency among ideas, concepts or statements ◦ negotiation of meaning/co-construction of knowledge ◦ testing and modification of proposed synthesis or co-construction ◦ agreement statement(s)/application of newly constructed meaning (Gunawardena et al.,1997)

13. Productive Online Discussion Model ( Gao, F., Wang, C., & Sun, Y, 2009)

14.  Clear Instruction  Feedback  Motivation  Expectations  Structure of discussion  Dialogue strategies

15.  Clear Instructions ◦ Simple ◦ Exact ◦ Eliminate confusion I know what to do

16.  Feedback ◦ Provide clarification when needed ◦ Guide students to have in depth discussion ◦ Frequently Asked Questions (FAQ) to learners FAQ

17.  Motivation ◦ Make discussion relevant to learner ◦ Include online discussion participation in the course grade ◦ Make participation requirement explicit  Grading  Rubrics ◦ Interactive learning environment Can I do this task? Why I am doing this task? How can I do this task ?

18.  Expectations ◦ set of guidelines for appropriateness ◦ specific about the quality and level of posts  Length of message  Level of formality  Criteria for acceptable response  Resources to be consulted

19.  Structure of discussion ◦ Encourage a good level of socialization ◦ connect the discussions to the course objectives. ◦ Model types of discussions ◦ Set deadlines for participation

20.  Effective Dialogue Strategies University of Oregon Teaching Effectiveness Program

21.  Online discussion ◦ Important learning means in distance learning ◦ Promote High Order Thinking ◦ Need much planning and design ◦ Knowledge creation tool ◦ Learners’ Participation is mandatory  Facilitated through motivation and relevancy ◦ Encompasses the three major theories of learning  Behaviourism, cognitivism and constructivism

22.  Al- Shalchi, O. N. (2009). The effectiveness and development of online discussions. Journal of Online Learning and Teaching, 5(1), 104-108  Du, J., Zhang, K., Olinzock, A., & Adams, J. (2008). Graduate students’ perspectives on the meaningful nature of online discussions. Journal of Interactive Learning Research, 19(1), 21- 36.  Gao, F., Wang, C., & Sun, Y, (2009). A new model of productive online discussion and its implications for research and instruction. Journal of Educational Technology Development and Exchange, 2(1), 65-78.  Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 1-19.  Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global on-line debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397- 431.  Generating and Facilitating Engaging and Effective Online Discussions by University of Oregon Teaching Effectiveness Program  Meyer, K. A. (2007). Student perceptions of face-to-face and online discussions: The advantage goes to … Journal of Asynchronous Learning Networks, 11(4), 53-69.  Newman, D. R., Johnson, C., Cochrane, C., & Webb, B. (1995). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Interpersonal Computing and Technology, 3(2), 56-77.  Zorfass, J., Remz, A., Gold, J., Ethier, D. & Corley, P. (1998).Strategies to ensure that online facilitators are successful

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