Asynchronous Discussion Board Research Articles

Online interprofessional education in dietetic students

AbstractAimThe need for dietetic students to develop interprofessional collaborative practice capabilities is well recognised. The aim of this study was to examine the ability of an online interprofessional education (IPE) unit (using asynchronous and synchronous media) to improve dietetic students' confidence in understanding professional roles and attitudes associated with interprofessional practice along with exploring their experience in the unit.MethodsFinal year master of dietetic students undertaking a compulsory online unit in IPE were invited to complete a questionnaire examining their confidence in understanding professional roles and their interprofessional attitudes both pre‐ and post‐delivery of the unit, and to participate in semi‐structured telephone interviews to explore their experience in the unit.ResultsThirty‐five dietetic students completed the questionnaire pre‐ and post‐unit, along with seven students undertaking a telephone interview. Their confidence in understanding the roles of other health professions (P = 0.000 to 0.014), self‐assessment of interprofessional communication and teamwork skills (P = 0.002) and attitudes towards interprofessional interaction (P = 0.001) and interprofessional relationships (P = 0.002) increased significantly from pre‐ to post‐unit. The students articulated positives about the experience (flexibility of the delivery, opportunity to reflect on personal factors related to teamwork, increasing their knowledge of other professions) and some challenges (lack of body language, some technological difficulties, the need for regular contribution to the teams' asynchronous discussion boards).ConclusionsThis study suggests that although there can be some challenges in online IPE, it can be a positive experience and can improve dietetic students' collaborative practice attitudes and confidence in understanding other professional roles.

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include construction of knowledge, relevant connections between course material and personal lives, and critical reflection.

Using Technology to Support Discussions on Sensitive Topics in the Study of Business Ethics

There is a dearth of research into teaching strategies and learning approaches for units involving sensitive topics that can provoke an emotional response in students. In a business ethics unit, attempts to strike a balance between conceptual knowledge and theory and skills training can be challenging because the unit can involve personal, sensitive or controversial topics. When engaging in deep and meaningful face-to-face discussion, students may unknowingly divulge personal opinions that they later regret or become identified with by other students over time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology in blended learning to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. The Audience Response System (ARS), online discussion boards and blogs, and wikis are assessed for their suitability in supporting online role-play and simulation. Among these online tools, asynchronous online discussion boards and blogs are the ideal tools for supporting student discussion on sensitive topics in online role-play and simulation.

A randomized head to head trial of MoodSwings.net.au: An internet based self-help program for bipolar disorder

BackgroundAdjunctive psychosocial interventions are efficacious in bipolar disorder, but their incorporation into routine management plans are often confounded by cost and access constraints. We report here a comparative evaluation of two online programs hosted on a single website (www.moodswings.net.au). A basic version, called MoodSwings (MS), contains psychoeducation material and asynchronous discussion boards; and a more interactive program, MoodSwings Plus (MS-Plus), combined the basic psychoeducation material and discussion boards with elements of Cognitive Behavioral Therapy. These programs were evaluated in a head-to-head study design. MethodParticipants with Bipolar I or II disorder (n=156) were randomized to receive either MoodSwings or MoodSwings-Plus. Outcomes included mood symptoms, the occurrence of relapse, functionality, Locus of Control, social support, quality of life and medication adherence. ResultsParticipants in both groups showed baseline to endpoint reductions in mood symptoms and improvements in functionality, quality of life and medication adherence. The MoodSwings-Plus group showed a greater number of within-group changes on symptoms and functioning in depression and mania, quality of life and social support, across both poles of the illness. MoodSwings-Plus was superior to MoodSwings in improvement on symptoms of mania scores at 12 months (p=0.02) but not on the incidence of recurrence. LimitationsThe study did not have an attention control group and therefore could not demonstrate efficacy of the two active arms. There was notable (81%) attrition by 12 months from baseline. ConclusionThis study suggests that both CBT and psychoeducation delivered online may have utility in the management of bipolar disorder. They are feasible, readily accepted, and associated with improvement.

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study.

Objective : The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods : Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results : Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions : The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

Investigating Asynchronous Online Communication: A Connected Stance Revealed

This research project explores the effects of altering the structure of discussion board formats to increase students’ engagement and participation. This paper will present the findings of a two-university, two-class research project in which asynchronous discussion board entries were analyzed for substance. By using oral discourse analysis techniques, the postings of two distinct structures of discussion board entries were analyzed. A baseline of typical student interactions was established by using an Open-ended discussion board assignment. Then the requirements were changed and an Experimental discussion board format was introduced on which students were placed into smaller groups and expected to enact a 3R pattern of Respond, React, and Reply. The ways in which students make their thinking visible were coded and tabulated. Findings suggest that a Connected Stance, identified by a high level of participation coupled with a high level of engagement, was an optimal online discourse pattern.

Friend or foe? An exploratory study of Australian parents’ use of asynchronous discussion boards in childhood obesity

The use of Internet and social media is increasing in every area of life. Parents are increasingly using online mediums to seek information about their children's health. Therefore, this is becoming an increasingly important topic area for health professionals to acknowledge. Developing an understanding about the dissemination of child health information through these online mediums will assist health professional to continue to engage and support parents to seek and share accurate and safe child health information. To explore parents' use of asynchronous online discussion boards for child health information seeking, advice and social support. A qualitative descriptive approach using an a priori template analysis was used to explore 34 discussions threads sampled from two Australian based online parenting discussion forums. To contain the scope of this study the threads chosen focused on childhood obesity in the Australian context. Four major themes related to parents' use of asynchronous online discussion boards were found. These were seeking advice, sharing advice, social support and making judgement. This final theme of making judgements included parents' perceptions of health professionals' advice. Asynchronous online discussion boards are online mediums being utilised for seeking and sharing child health related information and support between parents. The notion

Applied or Denied?

As universities expand so too does the diversity of students. Widening participation requires higher education providers to be responsive to the needs of all students by ensuring an accessible and engaging learning environment. Today's cohort includes an increased number of students with autism, a spectrum condition that has the potential to be either beneficial or detrimental to their success in higher education. This article reports on a mature-age student with autism who publicly announced his struggle with the eLearning environment, somewhat ironically, in the asynchronous discussion board. While eLearning offers designers and teaching staff an opportunity to adopt an applied and collaborative approach to the learning environment, for this student it created a challenging landscape dominated by steep mountains and roadblocks. What the student revealed has implications for course designers, teaching staff, and university administrators as they undertake to provide an eLearning environment that is suitable for all students, including those with autism.

How language affects peer responsiveness in an online cancer support group: implications for treatment design and facilitation.

Little is known about how positive group interactions develop in online support groups. Previous research suggests that message content, self-disclosure, and emotional expression may be central to this process. The purpose of this study was to identify linguistic and qualitative characteristics of participants' messages that predict how other participants respond in an asynchronous discussion board for cancer-related distress. 525 discussion board messages posted by 116 participants in the health-space.net trial were collected. Linguistic Inquiry and Word Count (2001) was used to identify linguistic markers of emotional expression and pronoun use. Message topics were identified using qualitative analysis. Logistic regression and chi-square analyses were used to evaluate whether linguistic characteristics and message topics predicted receiving a response from other survivors in the online group. Messages were more likely to receive a reply if they had higher word count, OR=1.30, p=0.001, or fewer second-person pronouns, OR=0.923, p=0.040. Messages with high levels of positive emotion were less likely to receive a reply, OR=0.94, p=0.03. Common message topics related to self-disclosure (51%), the support group (38.5%), medical experiences (30.9%), and experiences with the website (30.1%). Several message topics were associated with greater likelihood of a reply: self-disclosure (p<0.001), medical experiences (p=0.01), relationship issues (p=0.05), and introductory posts (p<0.01). Informing participants how to introduce themselves to the group (i.e., detailed and self-focused messages discussing personal issues such as the effects of illness on life and relationships) could promote cohesion and enhance overall engagement with Internet-based support groups or interventions.

Time, Space, and Dialogue in a Distance-Learning Class Discussion Board

The present study investigates the temporal elements affecting asynchronous discussion board messages over a semester, ways in which time is contextualized in space and content, and students' spatio-temporal practices within fixed frames. The theoretical framework uses Lefebvre's rhythmanalysis, Bakhtin's chronotope, and Erickson's chronos and kairos. In total, 322 messages were collected from Blackboard's discussion board written by graduate students. The research applies basic descriptive statistics to analyze time and space. A modified version of Garrison et al's Practical Inquiry Model examines the content's higher-order thinking. Results show that time is non-linear and space is two-dimensionally linear. The mean life of threads lasts 8.2 days and peaks at 4.3 days. Students prefer unidirectional interaction (message–reply), the secondary message being lower-level thinking than the initial post. The optimal spatial spread is 400 words and kairic placement is just before the deadline. ‘Temporal zones' are clustered before, on, and after the deadline, following a low peak–valley–high peak format. Students manipulate fixed chronological time according to their kairic convenience (Gestalt proximity perception). Time lags and their frequency are inconsequential, as electronic time is perceived as continuous. Finally, pedagogical recommendations include detailed structural and spatio-temporal parameters for instructors or facilitators.

How can we recognize continuous quality improvement?

ObjectiveContinuous quality improvement (CQI) methods are foundational approaches to improving healthcare delivery. Publications using the term CQI, however, are methodologically heterogeneous, and labels other than CQI are used to signify relevant approaches. Standards for identifying the use of CQI based on its key methodological features could enable more effective learning across quality improvement (QI) efforts. The objective was to identify essential methodological features for recognizing CQI.DesignPrevious work with a 12-member international expert panel identified reliably abstracted CQI methodological features. We tested which features met rigorous a priori standards as essential features of CQI using a three-phase online modified-Delphi process.SettingPrimarily United States and Canada.Participants119 QI experts randomly assigned into four on-line panels.Intervention(s)Participants rated CQI features and discussed their answers using online, anonymous and asynchronous discussion boards. We analyzed ratings quantitatively and discussion threads qualitatively.Main outcome measure(s)Panel consensus on definitional CQI features.ResultsSeventy-nine (66%) panelists completed the process. Thirty-three completers self-identified as QI researchers, 18 as QI practitioners and 28 as both equally. The features ‘systematic data guided activities,’ ‘designing with local conditions in mind’ and ‘iterative development and testing’ met a priori standards as essential CQI features. Qualitative analyses showed cross-cutting themes focused on differences between QI and CQI.ConclusionsWe found consensus among a broad group of CQI researchers and practitioners on three features as essential for identifying QI work more specifically as ‘CQI.’ All three features are needed as a minimum standard for recognizing CQI methods.

An online adolescent message board discussion about the internet

Health-care systems seek to advance their care to adolescents through the online provision of information and support. An online, moderated, asynchronous discussion board called Let's Chat Pain was created to recruit adolescent users of online content for pain to a discussion about pain coping and associated Internet use. Participants were asked about everyday pain coping and the role they judge online information to play in this coping. They were asked about determinations of website reliability and validity for health but especially for help with pain problems. Themes around adolescent trust in online websites for pain and research are explored, in addition to inhibiting and disinhibiting factors associated with the Internet use for health. We found users to mistrust online content even when they know it to be valid. Further study is needed to assess if there are ways of instilling confidence in pain information presented online for this group.

Distance Education and Teaching Online: My Journey from Mystery to Mastery

ABSTRACTWith the burgeoning of online programs in higher education, many occupational therapy faculty will need to expand their teaching repertoire to include distance education methods. This article describes the transition of one teacher, moving from face to face instruction to a blended distance education format, and the components of the process. These include providing a good technical infrastructure and training for both teachers and students. In addition, the process of creating and developing both synchronous (live) sessions and asynchronous (discussion boards) are described. Lastly the author reflects on ways to transcend the distance and strengthen the online learning experience.

Learning Tasks, Peer Interaction, and Cognition Process An Online Collaborative Design Model

This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget’s concepts of assimilation and accommodation, and Vygotsky’s theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s) students work on, group member processes, and communication media. These elements become key components beginning with the theoretical framework, the models used, and implementation of the models. The purpose of this paper is to describe the Online Collaborative Design Model and student feedback related to its implementation in an online course. The model was piloted in a required multimedia graduate course using a problem-based learning approach. Students used synchronous chat rooms and asynchronous discussion boards for course discussions and for the final group project. The instructor, to gain an understanding of the piloted implementation of the Online Collaborative Design Model, gathered final reflections about collaboration and the final project. The reflections revealed that students sensed a connection between productivity and trust. Further research into the impact trust has on the interpersonal communications of the group and the intrapersonal communications of the individual would give interesting insights into the model.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants’ feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Implementing online problem based learning (PBL) in postgraduates new to both online learning and PBL: An example from strength and conditioning

Recent research has focused on the development of effective online problem based learning (PBL). However, there is a need for research to examine experiences of online PBL in those new to online learning. This study used a single module blended approach to examine the student experience of online PBL in a group of postgraduates new to online learning. This employed one problem scenario for each group (four students per group) as the central component of the module. Asynchronous discussion boards were used to facilitate the learning process with other forms of delivery used as appropriate. Focus group interviews revealed that students believed online PBL developed skills related to employability and information retrieval/evaluation. Online PBL was seen as beneficial for developing ideas and critiquing information. However, the artificial nature of the discussion board space was a barrier for some students, as was anxiety about online participation in the PBL tasks.

Facilitation prompts and rubrics on higher‐order thinking skill performance found in undergraduate asynchronous discussion boards

AbstractOver the past 20 years, researchers have begun to examine data from asynchronous computer‐mediated student discussions in courses. Some results have shown students to demonstrate lower or mid‐level thinking skills, while others suggest students routinely demonstrate higher‐order thinking skills. The authors investigated the relationship between scaffold types and the level of students' thinking skill performance, learning achievement and attitudes, in a two‐by‐two factorial, quasi‐experimental study. Participants included 216 undergraduate preservice K‐12 teachers who were presented with one of four versions of an asynchronous discussion board assignment. Resulting discussion interactions were evaluated for demonstration of low‐, mid‐ and higher‐order thinking skills. Findings revealed students who were given a scaffold demonstrated higher‐level thinking skills more frequently than did students who received no scaffold. No significant differences in learning achievement associated with test performance were found in test results. The treatment variables did significantly affect effect survey ratings associated with students' attitudes.

Using online roleplay in undergraduate midwifery education: A case-study

Online roleplay i.e. role play which occurs using an online asynchronous discussion board, can be effectively utilised to teach a variety of skills to midwifery students. This paper will discuss the design and implementation of an online roleplay for a small (n = 19) class of final year undergraduate Midwifery students. It briefly describes the design of the online roleplay and outlines the expected learning outcomes of the activity. It then outlines evaluative survey results for student evaluation of the online role play. Results focus on student opinion of communication and collaboration skills developed through participation in the roleplay. Students considered that the online roleplay provided them with a means to allow communication skills to be developed and practiced. They also believed that the roleplay enable them to practice collaboration in an authentic real world setting. Finally implications for use of this method of teaching in nurse/midwife education are discussed.

THOUGHT-LEADERS IN ASYNCHRONOUS ONLINE LEARNING ENVIRONMENTS

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring in relevant professional experience into the discussions.

From neophyte to experienced facilitator: An interactive blended-learning course for graduate teaching assistants in Hong Kong

Faculty training in tertiary institutions around the world is receiving increasing attention as it plays a significant role to ensure high quality learning and teaching practices in constantly changing multi-cultural education backgrounds. In the case of Graduate Teaching Assistants (GTAs), designing an effective training course to help them deliver content interactively, using student-centered strategies and approaches in a second language (in this case English), becomes critical. Rather than training GTAs in procedural and declarative knowledge (knowledge of facts and processes), a shift in emphasis to functioning knowledge, e.g., classroom management techniques, course design, formative and summative peer review, presentation skills, is the focus of this intensive course, which is heavily supported by two educational e-technologies, Echo360 Lecture Capturing System and an asynchronous Discussion Board, hosted under the Blackboard (Bb) Course Management System. Adopting an ethnographic approach in which all the researchers have co-taught this course for at least two years, this paper chronicles the effort of using Echo360 and Bb Discussion Board to support the delivery of course content and assessment tasks that yields reflective practices. Achievement of learning outcomes is evaluated through the use of multiple measures: reflections of course attendees, researchers’ direct observation, and statistics provided by the Learning Management System. Results are very encouraging in terms of significant improvement of graduate students’ presentation skills and self-reflective practices facilitated by Echo360 and Discussion Board.