Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Discussions blooms

329 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Discussions blooms

  1. 1. DELVING INTO ONLINE DISCUSSIONS TO DETERMINE WHAT WORKS BEST (OR BETTER) Dr. Brenda Bagwell, Faculty Development Trainer and Researcher Dr. Lori Poole, Program Coordinator and Research Initiative Coordinator
  2. 2. CSU-Global Campus: Brief History •Nation’s first, independent, 100% online public university •Created to serve adult learners in completing their degrees •85% of faculty members have terminal degrees; all faculty members at the graduate level have a terminal degree
  3. 3. Multi-Layered Courses • Readings (textbook, articles, online) • Interactive Lecture Pages •DISCUSSIONS • Mastery Exercises • Critical Thinking Assignments • Portfolio Paper
  4. 4. Research Project Questions PHASE I: What is going on in our class discussions? How does instructor and student interaction affect the class discussions? PHASE II: Are we really working through the Bloom’s levels in our discussions as the courses are designed to?
  5. 5. Online Class Discussions • CSU-Global Class Discussions: One discussion question per week about a topic related to the week’s learning outcomes in each 8-week long courses. • Outcomes: Outcomes refer to the learning goals at each level—at the program level, at the course level, and at the module level (referred to as Learning Outcomes).
  6. 6. Research Project: Phase I • Determine if the type of overall discussion prompt impacts discussion postings and interactions • Categorize the types of discussion posts students are making • Evaluate how instructor replies impact discussion participation and course evaluations
  7. 7. Research Project: Phase I Determine if the type of overall discussion prompt impacts discussion postings and interactions • Bullet point the discussion prompt • Class expectations • Instructor seeding • Extra discussion prompts for class • Summary discussion posting by instructor Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L., Vance, K., & Roskos, K. (2010). Say What? The Quality of Discussion Board Postings in Online Professional Development. New Horizons in Education, 58(3), 118-132.
  8. 8. Research Project: Phase I Categorize the types of discussion posts students are making • Categories: appreciation, questioning, prompting, expressing agreement/disagreement, elaboration, opinions • Students building community • Most reach module-level outcomes Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques. New Horizons In Education, 59(1), 52-65.
  9. 9. Research Project: Phase I Evaluate how instructor replies impact discussion participation and course evaluations • Categories: appreciation, questioning, prompting, restatement/re-link with challenge prompting, expressing agreement/disagreement, elaboration, explanations • Teaching methods/tips for discussions • Class discussion set-up tips and techniques • Outcomes: program level, course level, module level Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques. New Horizons In Education, 59(1), 52-65.
  10. 10. Online Class Discussions • Bloom’s is a classification of levels of intellectual behavior important in learning. • All CSU-Global courses employ Bloom’s verbs in all kinds of learning outcomes, with the intent for students to work through the levels.
  11. 11. Bloom’s Taxonomy Remembering: can the student recall/remember information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create new product or point of view?
  12. 12. Research Project: Phase II • What Bloom’s level are students reaching in initial posting? • Is there any relation to the cognitive level reached and the overall discussion prompt? • Does the cognitive level deepen throughout the term? Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators Online, 6(1).
  13. 13. Research Project: Phase II • What Bloom’s level are students reaching in initial posting? • Is there any relation to the cognitive level reached and the overall discussion prompt? Initial Posting Overall Discussion Prompt M1 (34 participants; 176 postings) Remembering, Understanding (some moving toward Applying) Understanding, Applying M4 (34 participants; 177 postings) Applying, Analyzing Applying, Analyzing M8 (31 participants; 150 postings) Applying, Analyzing (some moving toward Evaluate) Analyzing, Evaluating
  14. 14. Research Project: Phase II • Does the cognitive level deepen throughout the term? • Peaked in middle, but dropped in the end (for both students and instructors) • BUT…often the level noted in the course outline/development was not the level actually reached
  15. 15. Research Project: Phase II Does student interaction lead to a higher level? When fellow students reply and/or ask questions is a deeper level attained? Do instructor prompts and questions lead to a higher level? When students are asked questions by the instructor is a deeper level attained? Does the cognitive level deepen throughout the term? • Average levels are remembering and analysis • Replies varied from student to student • Peaked in middle, but dropped in the end (for both students and instructors) • BUT…often the level noted in the course outline/development was not the level actually reached Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators Online, 6(1).
  16. 16. Q&A Sharing Time!
  17. 17. References Arend, B. (2009). Encouraging Critical Thinking in Online Threaded Discussions. Journal of Educators Online, 6(1). DeLoach, S. B., & Greenlaw, S. A. (2007). Effectively Moderating Electronic Discussions. Journal of Economic Education, 38(4), 419-434. Jarosewich, T., Vargo, L., Salzman, J., Lenhart, L., Krosnick, L., Vance, K., & Roskos, K. (2010). Say What? The Quality of Discussion Board Postings in Online Professional Development. New Horizons in Education, 58(3), 118-132. Lim, S., Cheung, W., & Hew, K. (2011). Critical Thinking in Asynchronous Online Discussion: An Investigation of Student Facilitation Techniques. New Horizons In Education, 59(1), 52-65. Matheson, R. R., Wilkinson, S. C., & Gilhooly, E. E. (2012). Promoting critical thinking and collaborative working through assessment: combining patchwork text and online discussion boards. Innovations in Education & Teaching International, 49(3), 257-267. doi:10.1080/14703297.2012.703023

×