Interaction in Online Postgraduate Learning: What Makes a Good Forum?

Autor/inn/en	Kipling, Richard P.; Stiles, William A. V.; de Andrade-Lima, Micael; MacKintosh, Neil; Roberts, Meirion W.; Williams, Cate L.; Wootton-Beard, Peter C.; Watson-Jones, Sarah J.
Titel	Interaction in Online Postgraduate Learning: What Makes a Good Forum?
Quelle	In: Distance Education, 44 (2023) 1, S.162-189 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kipling, Richard P.) ORCID (Stiles, William A. V.) ORCID (de Andrade-Lima, Micael) ORCID (MacKintosh, Neil) ORCID (Williams, Cate L.) ORCID (Wootton-Beard, Peter C.) ORCID (Watson-Jones, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2150391
Schlagwörter	Graduate Study; Online Courses; Interaction; Learner Engagement; Discussion (Teaching Technique); Graduate Students; Student Attitudes; Peer Relationship; Distance Education; Instructional Design; Foreign Countries; Agricultural Education; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Online course; Online-Kurs; Interaktion; Graduate Study; Student; Students; Studentin; Schülerverhalten; Peer-Beziehungen; Distance study; Distance learning; Fernunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	Online postgraduate courses for professionals often use discussion forums to promote engagement and interaction. Equivalency theorem suggests that student-student interaction may increase satisfaction but is not necessary for achieving desired learning outcomes. Therefore, costs, as well as benefits, should be ascertained. We used data from student feedback and interviews to assess the perceptions of part-time postgraduate distance learners, and analyze their views of the role, benefits, and drawbacks of discussion forums. The aim was to assess forum efficacy in the context of the specific needs of these learners, to inform forum use and design. Thematic analysis revealed complex interactions between student context and experience, forum design and management. Structurally tweaking forums to control engagement may be particularly ineffective, stimulating unhelpful grade-focused participation and highlighting forum opportunity costs. The study revealed the importance of designing and managing forums, with direct reference to their costs and benefits for specific student groups. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01