DISCUSSION BOARDS IN BLENDED COURSES: QUALITY DEPENDS ON INSTRUCTOR
The aim of this study is to observe whether the participation of course instructor in the environment of interaction set up by the discussion board in on-line learning environment has influence on the learners’ interaction level and frequency. The research group consists of 33 students who have been...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/26f34fab36724fbeaa44cb4e8c6524c7 |
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| Sumario: | The aim of this study is to observe whether the participation of course instructor in the environment of interaction set up by the discussion board in on-line learning environment has influence on the learners’ interaction level and frequency. The research group consists of 33 students who have been studying in Department of Computer and Instructional Technologies in 3th class. The course is carried out blended being face-to-face and on-line in one semester. The Blackboard Learning Management System (LMS) was used in online part of the course. A two-stage process composing of eight weeks is performed in the research. Related the course subjects a discussion topic was opened to the discussion board weekly. In first stage of the process, instructor did not guide students as well as not participate to the environment. In the second stage, instructor indicated that the participation of discussion board will be evaluated and she was also actively joined to the online discussion environment. To identify the participation and guidance effect of instructor in discussion boards “The evaluation of interaction on web based discussion boards rubric” was used (Kızılkaya and Usluel, 2008). Rubric was composed of 8 items and 5 levels. When the frequency data placed on the rubric is observed, it is seen that there is an increase in the total message number (first four week: 104, second four week: 116). Another finding that draws attention is the increase of quality of messages apart from the increase of number of messages. In the second stage in which the instructor participated actively in the online environment, there is an increase in composing authentic thought, critical approach and discussing the thought s/he favors or stands against and in the number of messages towards sharing attitude (first stage: 23, second stage: 67). In this study, it is detected that the participation of course instructor in the interaction environment has increased the students’ quality and frequency of participation level in this interaction environment. |
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