Authentic Online Discussions: A Narrative Inquiry into Sharing Leadership and Facilitation among Teachers and Students

Autor/inn/en	Correia, Ana-Paula; North, Cara A.; Korkmaz, Ceren; Simmerman, Vicki; Wallace, Karen Bruce
Titel	Authentic Online Discussions: A Narrative Inquiry into Sharing Leadership and Facilitation among Teachers and Students
Quelle	In: International Journal on E-Learning, 18 (2019) 2, S.165-189 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Asynchronous Communication; Discussion (Teaching Technique); Electronic Learning; Student Centered Learning; Graduate Students; Online Courses; Student Attitudes; Student Participation; Facilitators (Individuals); Group Discussion; Integrated Learning Systems; Student Leadership; Peer Relationship; Sharing Behavior; Educational Technology; Teacher Role; Learner Engagement + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendiskussion; Studentenwerk; Peer-Beziehungen; Unterrichtsmedien; Lehrerrolle
Abstract	Asynchronous discussion is one of the most prevalent pedagogical strategies used in online education, yet this frequency of use has meant that its implementation has often not been supported by a robust understanding of how it should be designed and moderated to support students' learning. In particular, the literature has tended to focus on the instructor's role in moderation and facilitation, while paying less attention to more student-focused strategies that foster meaningful dialogue and engagement on their part. Centering the learner, this study presents an innovative approach for online discussions, examining a case where online students created and facilitated online discussions for a graduate-level course at a Midwestern research university. The study offers reflections from four graduate students, between the ages of 20-55, who took the course over the past two years, and who have analyzed what they gained from creating and facilitating discussion. These students' reflections foreground how, by participating in this process, they experienced an authentic sense of connectedness and collaboration, as they had the opportunity to bring their perspectives and priorities to the course, and take responsibility for their own and their classmates' success. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01