Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement
Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated. The purpose of this...
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Athabasca University Press
2016
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oai:doaj.org-article:4b818e98d2d94159b3df5139dfe078be2021-12-02T16:59:54ZShould Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement10.19173/irrodl.v17i2.23421492-3831https://doaj.org/article/4b818e98d2d94159b3df5139dfe078be2016-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2342https://doaj.org/toc/1492-3831Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated. The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement. One instructor taught the same online course for three consecutive semesters using three different conditions. During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation. No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions. No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement. Implications for online teaching and learning as well as for designing an online course conclude the paper. Moon-Heum ChoScott TobiasAthabasca University Pressarticleonline discussionlearner timeinstructor involvement in discussioncommunity of inquiryonline interactionsatisfactionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 2 (2016) |
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online discussion learner time instructor involvement in discussion community of inquiry online interaction satisfaction Special aspects of education LC8-6691 |
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online discussion learner time instructor involvement in discussion community of inquiry online interaction satisfaction Special aspects of education LC8-6691 Moon-Heum Cho Scott Tobias Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| description |
Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated. The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement. One instructor taught the same online course for three consecutive semesters using three different conditions. During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation. No significant differences were found among conditions in cognitive presence and the instructor’s teaching presence, whereas significant difference was found in social presence among conditions. No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement. Implications for online teaching and learning as well as for designing an online course conclude the paper.
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| format |
article |
| author |
Moon-Heum Cho Scott Tobias |
| author_facet |
Moon-Heum Cho Scott Tobias |
| author_sort |
Moon-Heum Cho |
| title |
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| title_short |
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| title_full |
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| title_fullStr |
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| title_full_unstemmed |
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement |
| title_sort |
should instructors require discussion in online courses? effects of online discussion on community of inquiry, learner time, satisfaction, and achievement |
| publisher |
Athabasca University Press |
| publishDate |
2016 |
| url |
https://doaj.org/article/4b818e98d2d94159b3df5139dfe078be |
| work_keys_str_mv |
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