1. (Hearing from students would seem to imply a feeling of connectedness, but instead posting in the discussions is perceived by instructors as more related to Connectedness.) 2. Those who perceive highly their ability to facilitate online discussions are more likely to make a lot of postings and find discussion scoring to be time consuming. However, they are also more likely to perceive a higher quality of interaction (compared to f2f classes) and more likely to feel connected to their students. (Taken together these variables only account for 36% of the variability in Skill in Facilitating. Student feedback? Student grades? Particular types of preparation? Are more experienced online instructors more likely to perceive themselves as skilled facilitators?)
Online Discussions: The Relationships Between Faculty Attitudes, Demographics, and Implementation Dr. Kelvin Thompson, University of Central Florida Dr. Douglas Lynch, University of New England
Class size alone differs when viewed through an undergraduate v. graduate lens
5.8 3.2 More than 150 4.8 19.2 8.7 101-150 8.1 23.1 15.1 51-100 33.9 19.2 13.5 41-50 50 21.2 28.6 26-40 3.2 11.5 29.4 16-25 1.6 Less than 15 G UG All Class size?
Sneak Peak: Apples to Apples (Graduate “Education” Faculty) n=41 UCF Faculty development X UCF Facilitation Skill ( r =.46, p <.10) UNE Faculty development X UNE Facilitation Skill ( r =.22, p =.30) 26 12 Total 1 Very unskilled Somewhat unskilled 2 4 Neither skilled nor unskilled 14 6 Somewhat skilled 10 1 Very skilled UNE UCF Facilitation Skill? 8 7 Faculty development 11 4 Participated as student 9 1 Read about 13 6 Trial & error UNE UCF Learn Facilitation?