Investigating Students' Perceptions of Motivating Factors of Online Class Discussions

Autor/inn/en	Lee, Joohi; Martin, Lesisa
Titel	Investigating Students' Perceptions of Motivating Factors of Online Class Discussions
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 5, S.148-172 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Teacher Education Programs; Student Attitudes; Science Teachers; Mathematics Teachers; Graduate Students; Student Motivation; Computer Mediated Communication; Group Discussion; Grades (Scholastic); Student Participation; Teacher Role; Preferences; Online Courses; Educational Technology; Technology Uses in Education; Inquiry; Communities of Practice; Interpersonal Relationship; Questionnaires; Student Surveys; Likert Scales; Questioning Techniques; Factor Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Computerkonferenz; Gruppendiskussion; Notenspiegel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Fragebogen; Schülerbefragung; Likert-Skala; Befragungstechnik; Fragetechnik; Faktorenanalyse
Abstract	One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants' main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions (81%) which could facilitate their ability to develop rapport with a small group of fellow classmates over whole class discussion (38.83%). With respect to discussion facilitation, they focused on the practical need to have the instructor to answer their questions about course assignments (67.06%) over online open discussion without a given topic (35.72%). Next, when asked about discussion question types based on Bloom's taxonomy, their strongest preference reflected a desire for application (89.54%) questions which would facilitate their ability to use theories discussed in class in their daily work as educators. Through collaboration with twenty-first-century learners, online education can use data-driven decision making to help transform online discussion from being the least desirable component of online courses to a more relevant, instructional medium. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01