Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environ...

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Autores principales:	Carol Johnson, Laurie Hill, Jennifer Lock, Noha Altowairiki, Christopher Ostrowski, Luciano da Rosa dos Santos, Yang Liu
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	instructional design online discussions deep learning participation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/06d820af489f4d138f814a808a47c231
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id	oai:doaj.org-article:06d820af489f4d138f814a808a47c231
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spelling	oai:doaj.org-article:06d820af489f4d138f814a808a47c2312021-12-02T19:20:53ZUsing Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses10.19173/irrodl.v18i6.29011492-3831https://doaj.org/article/06d820af489f4d138f814a808a47c2312017-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2901https://doaj.org/toc/1492-3831From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning. Carol JohnsonLaurie HillJennifer LockNoha AltowairikiChristopher OstrowskiLuciano da Rosa dos SantosYang LiuAthabasca University Pressarticleinstructional designonline discussionsdeep learningparticipationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 6 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	instructional design online discussions deep learning participation Special aspects of education LC8-6691
spellingShingle	instructional design online discussions deep learning participation Special aspects of education LC8-6691 Carol Johnson Laurie Hill Jennifer Lock Noha Altowairiki Christopher Ostrowski Luciano da Rosa dos Santos Yang Liu Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
description	From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.
format	article
author	Carol Johnson Laurie Hill Jennifer Lock Noha Altowairiki Christopher Ostrowski Luciano da Rosa dos Santos Yang Liu
author_facet	Carol Johnson Laurie Hill Jennifer Lock Noha Altowairiki Christopher Ostrowski Luciano da Rosa dos Santos Yang Liu
author_sort	Carol Johnson
title	Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
title_short	Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
title_full	Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
title_fullStr	Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
title_full_unstemmed	Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
title_sort	using design-based research to develop meaningful online discussions in undergraduate field experience courses
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/06d820af489f4d138f814a808a47c231
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Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses

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