Interaction in Asynchronous Discussion Boards: A Campus-Wide Analysis to Better Understand Regular and Substantive Interaction

Autor/inn/en	Gasell, Crystal; Lowenthal, Patrick R.; Uribe-Flórez, Lida J.; Ching, Yu-Hui
Titel	Interaction in Asynchronous Discussion Boards: A Campus-Wide Analysis to Better Understand Regular and Substantive Interaction
Quelle	In: Education and Information Technologies, 27 (2022) 3, S.3421-3445 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lowenthal, Patrick R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10745-3
Schlagwörter	Interaction; Asynchronous Communication; Computer Mediated Communication; Group Discussion; Online Courses; Integrated Learning Systems; Teacher Student Relationship; Student Satisfaction + Suchen Sie Ihr Suchwort? Interaktion; Computerkonferenz; Gruppendiskussion; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Discussion boards can provide a glimpse into the regular and substantive interaction required in online courses. Advances in technology and an increased interest in learning analytics now provides researchers with billions of data points about instructor and student interaction within a learning management system (LMS). This study used LMS data to explore the frequency of interaction between instructors and students in discussion boards in online courses at one institution. Overall, 415 courses were analyzed spanning two semesters. Results from the study found that the average number of posts by an instructor was 32.9. The average instructor interaction was 1.49 instructor posts per student. 23% of courses had no instructor posts. Student posts averaged 470 per course and the average posts per student was 19.9. Based on the discussion board activity, the most discussion interaction occurred during the first two weeks of the semester. Results also suggested that there is no relationship between student satisfaction and the number of total posts in a course. The paper concludes with implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01