Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has...

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Autores principales:	Joohi Lee, Leisa Martin
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	online discussion engaging factors online education teacher education graduate students Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/28190677ba944229a7b60a98796de636
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spelling	oai:doaj.org-article:28190677ba944229a7b60a98796de6362021-12-02T17:16:06ZInvestigating Students’ Perceptions of Motivating Factors of Online Class Discussions10.19173/irrodl.v18i5.28831492-3831https://doaj.org/article/28190677ba944229a7b60a98796de6362017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2883https://doaj.org/toc/1492-3831One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions (81%) which could facilitate their ability to develop rapport with a small group of fellow classmates over whole class discussion (38.83%). With respect to discussion facilitation, they focused on the practical need to have the instructor to answer their questions about course assignments (67.06%) over online open discussion without a given topic (35.72%). Next, when asked about discussion question types based on Bloom’s taxonomy, their strongest preference reflected a desire for application (89.54%) questions which would facilitate their ability to use theories discussed in class in their daily work as educators. Through collaboration with twenty-first-century learners, online education can use data-driven decision making to help transform online discussion from being the least desirable component of online courses to a more relevant, instructional medium. Joohi LeeLeisa MartinAthabasca University Pressarticleonline discussionengaging factorsonline educationteacher educationgraduate studentsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	online discussion engaging factors online education teacher education graduate students Special aspects of education LC8-6691
spellingShingle	online discussion engaging factors online education teacher education graduate students Special aspects of education LC8-6691 Joohi Lee Leisa Martin Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
description	One of the goals of teacher education is to prepare our citizens to communicate in a variety of ways. In our present society, communication using digital media has become essential. Although online discussions are a common component of many online courses, engaging students in online discussions has been a challenge. This study queried 86 educators in a math/science teacher education graduate program to examine their perceptions on the factors that motivate them to participate in online discussions. The results revealed a pragmatic outlook on online education. In terms of intrinsic versus extrinsic motivation, the participants’ main motivation to participate in online class discussions was extrinsic (85.88%), specifically so that they could earn an acceptable participation grade. With regards to discussion grouping formats, they preferred small group discussions (81%) which could facilitate their ability to develop rapport with a small group of fellow classmates over whole class discussion (38.83%). With respect to discussion facilitation, they focused on the practical need to have the instructor to answer their questions about course assignments (67.06%) over online open discussion without a given topic (35.72%). Next, when asked about discussion question types based on Bloom’s taxonomy, their strongest preference reflected a desire for application (89.54%) questions which would facilitate their ability to use theories discussed in class in their daily work as educators. Through collaboration with twenty-first-century learners, online education can use data-driven decision making to help transform online discussion from being the least desirable component of online courses to a more relevant, instructional medium.
format	article
author	Joohi Lee Leisa Martin
author_facet	Joohi Lee Leisa Martin
author_sort	Joohi Lee
title	Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
title_short	Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
title_full	Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
title_fullStr	Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
title_full_unstemmed	Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions
title_sort	investigating students’ perceptions of motivating factors of online class discussions
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/28190677ba944229a7b60a98796de636
work_keys_str_mv	AT joohilee investigatingstudentsperceptionsofmotivatingfactorsofonlineclassdiscussions AT leisamartin investigatingstudentsperceptionsofmotivatingfactorsofonlineclassdiscussions
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Investigating Students’ Perceptions of Motivating Factors of Online Class Discussions

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