Synchronous Online Discussion Research Articles

Combined Online-Discussion as a Tool for Formation of Future Engineers’ Reflexion under Conditions of Education Digitalization.

The article analyzes the influence of training based on combined (combining asynchronous and synchronous forms in one pedagogical technology) online discussions (OD) on the formation of reflexion of future engineers. The relevance of the problem is revealed. It is conditioned by toughening requirements to reflexive abilities and network communicative competences of modern technical specialists in the conditions of digitalization of education, networking and socio-technical transformation of engineering activity. The algorithm of realization and stage-role structure of asynchronous and synchronous OD are presented. The four-stage technology of pedagogical application of combined OD combining online-discussions with face-to-face reflexive classes is described, taking into account the mediated nature of learning in the digital environment and psychological features of future engineers related to the specifics of technical thinking. The methodological peculiarities (combination of online discussions with classroom training; stage-role differentiation of online discussions (structuring) on the basis of a scenario plan; use of a facilitation model with partially symmetric interaction of online discussions participants; conducting online discussions in microgroups of 4-6 hours) were identified and the mechanisms of their influence on the effectiveness of combined online discussions in the formation of future engineers’ reflexion were described. Taking into account the above mentioned methodological features, the teacher’s recommendations on the effective organization of the educational process in technical universities on the basis of the developed technology have been formulated. The correlation between the application of the developed technology and the improvement of the subjects’ reflexive skills by 19.67-32.79% was shown and a conclusion was made about its significant role in the formation of a holistic view of the students of technical universities about the discussion as a complex multidimensional category, in which an important role is played by building social interaction with opponents, understanding their position and reaching compromise solutions.

Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions

Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions

The effects of instructor participation in asynchronous online discussions on student performance: A systematic review

AbstractAsynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. This systematic review aims to determine the effects of instructor participation in asynchronous online discussions on student performance by analysing 25 relevant studies in the past twelve years (2011–22). The findings show that the research was focused on the presence, frequency and type of instructor participation. The effects of instructor participation on student performance were mixed and concentrated in five main aspects: the quantity of student participation, the quality of student participation, student achievements, student emotions and student learning time. Not only the teaching experience of instructors but also course content, learning objectives, class sizes and learner characteristics influenced the effects. Based on the findings, several recommendations were made to help instructors effectively participate in asynchronous online discussions, thereby contributing to improving the quality of online education. Practitioner notesWhat is already known about this topic Asynchronous online discussion is a learning activity commonly used in online teaching. The way instructors participate in asynchronous online discussions significantly impacts students' learning outcomes. What this paper adds Previous research on instructor participation in asynchronous online discussions and student performance primarily focuses on the presence, frequency and type of instructor participation. The impact of instructor participation on student performance is mixed and concentrated in the following main areas: Quantity of student participation Quality of student participation Student achievements Student emotions Student learning time The effects of instructor participation are influenced not only by the teaching experience of instructors but also by: Course content Learning objectives Class sizes Learner characteristics Implications for practice and/or policy Instructors should participate in asynchronous online discussions based on the class sizes, more in small classes (within 15 students) and less in large classes (more than 30 students). If it is possible, divide the large classes into small discussion groups. Instructors should initiate discussions with heuristic and interesting open‐ended questions, gradually release control and give the central position to students and intervene only when necessary (eg, keep discussions on track, provide correct information, extend discussions, mediate conflicts, etc). Instructors should apply appropriate facilitation strategies (eg, establish detailed discussion rubrics, grade student posts and provide regular individual feedback). Instructors should use more instructional comments and supplement them with sincere rather than perfunctory social comments.

The effect of a group awareness tool in synchronous online discussions: studying participation, quality and balance

ABSTRACT Computer-supported collaborative learning (CSCL) seeks to improve students’ learning with the support of technology. Although CSCL facilitates an enriching environment for cooperation, CSCL activities might be affected by asymmetrical participation. Group awareness tools have proven to enhance learners’ interactions, balancing the levels of participation and increasing the learning outcomes. This study investigates the effect of a group awareness tool (GAT) on participation within synchronous CSCL activities in the context of extracurricular activities. We designed a quasi-experimental within-subject study (GAT exposure and control condition) and tested an ad hoc GAT in a web-based CSCL platform with high school students (N = 140). The measured variables included the effect of the GAT on students’ participation and the quality of discussion. A complementary analysis evaluated students’ perceptions of the tool. Results revealed that the implementation of a GAT encourages students to take part in CSCL discussions without explicitly hindering its quality. Even so, the balance of participation was not significantly affected. Students further reported that they found the GAT useful to regulate collaboration. The results from the study provide further knowledge of the functioning of group awareness tools in secondary education and share an insight into how students perceive them.

Engaging learners in synchronous online learning.

Engagement is positively correlated with many educational outcomes. However, engaging learners in online learning is often challenging. In this study, a conceptual framework comprising five interrelated factors (instructors, learners, content, technology, and environments) was proposed. The purpose of the study was to explore how learners could be engaged by following the conceptual framework in synchronous online learning. Fifty-five adult learners took part in the study. Specific strategies were applied in four classes. A survey with 38 five-point Likert scale items and an open-ended question was administered. Quantitative and qualitative data were collected and analysed. Results showed that instructors, learners, and content were the core factors affecting learners’ engagement. Comparatively, the learners’ engagement was less affected by the factors of technology and environments. Results further showed that useful strategies to engage learners included providing opportunities for instructors and peers to interact frequently; having relevant content that could apply to practice; involving interactive activities like group discussions and peer feedback; and having informal conversations with individual learners. This study suggests that future studies can investigate facilitating synchronous online discussions, establishing social connectedness, and using technology to monitor learners’ engagement automatically.

The New to Public Health Residency Program Supports Transition to Public Health Practice.

Training and retaining a competent public health workforce are challenging. Residency programs for new and transitioning professionals are effective in other fields but rare in governmental public health. The New to Public Health Residency Program is a residency program for professionals entering public health practice. On the basis of the Foundational Public Health Services model, the program was designed using adult learning principles and best practices from nurse residency programs. Content created by public health experts is delivered over 12 months through online course sessions that include interactive learning activities. Additional program components include monthly synchronous online discussions and support from a mentor. Residents apply their learning through implementation of an evidence-based practice project at their workplace. The program is accredited for continuing professional development contact hours. Agencies with limited resources to support new public health employees may find the New to Public Health Residency Program a vital training resource.

A Twitter-facilitated professional learning community: online participation, connectedness, and satisfaction

BackgroundTwitter has gained increasing popularity and attention as a professional learning environment to share knowledge, exchange information, make connections, and build networks. To evaluate the effectiveness of Twitter-facilitated online discussions, a community of inquiry framework could be used with the three key elements of online environments: cognitive presence, social presence, and teaching presence. This study aims to explore how medical educators participate in synchronous online discussions on Twitter using #MedEdChat, and how participants’ perceptions toward the three presences, sense of connectedness and interactions influenced their online satisfaction.MethodsA survey invitation was emailed using the medical education email list DR-ED and was posted during the weekly Twitter conversations in December 2020, to solicit participants who have been involved in any kind of #MedEdChat activities (i.e., read transcripts or directly participate in discussions).ResultsA total of 68 people responded. Through descriptive analysis and path analysis, we found that almost half of the survey respondents were lurkers on #MedEdChat who read others’ tweets or transcripts. In addition, participants mainly used Twitter for resource sharing, collaborating with others, and networking. Participants rated teaching (i.e., moderator) presence the highest, followed by overall satisfaction, cognitive presence, sense of connectedness, social presence, and interactions. Among them, sense of connectedness and cognitive presence were significantly associated with participants’ overall satisfaction.ConclusionsThis study provided significant implications for using Twitter as a professional learning community to conduct online discussion activities. Facilitators could think of ways to improve participation by providing tutorials on how to participate on Twitter discussions, introduce or ask new participants to introduce themselves, facilitate discussion with intriguing questions, and invite medical educators of different roles as well as medical students and residents to join to bring in diverse perspectives.

실시간 온라인 토론수업이 대학생의 메타인지, 비판적 사고성향, 창의적 능력 및 집단지성에 미치는 효과

During the Covid-19 period, online classes have been strengthened, and the preference for synchronous online discussion is increasing in college classes. Therefore, the purpose of this study is to develop a case for synchronous online discussion and to ensure the effect of synchronous online discussion on metacognition, critical thinking disposition, creative ability, and collective intelligence. Participants who are involving in synchronous online discussion for 10 weeks are 224 students of major courses at K University. Students were asked to take a metacognition test, a critical thinking disposition test, a creative ability test, and a collective intelligence test prior to and after the experiment. The selected data were analyzed by the paired t-tests. As a result, there were significant differences after synchronous online discussion in all factors such as metacognition, critical thinking disposition, creative ability, and collective intelligence. The results of this study can be used as basic data to applying synchronous online discussion of College Students.

A study on the online synchronous discussion experience of foreign graduate students

목적 본 연구는 국내 외국인 대학원생의 실시간 온라인 토론 경험을 통해 토론 수행 과정에서 방해요소가 존재하는지를 파악하고, 이에 적절한 실시간 온라인 토론 교육을 위한 시사점을 도출하는 데 그 목적이 있다. 방법 국내 K대학의 외국인 대학원생 3명을 유의적 표집한 후 세 차례의 면담과 추가 검토를 통해 질적 자료를 수집하는 내러티브 연구를 진행하였고, 연구 참여자의 실시간 온라인 토론에 대한 경험에서 나타나는 공통된 방해요소를 도출하기 위해 내용 분석법을 활용하였다. 결과 외국인 대학원생은 실시간 온라인 토론 수행 중 많은 토론 참여자의 수로 인한 의사소통의 어려움, 비언어적 표현의 부재, 순서 교대의 복잡성, 토론 진행과 평가에 소홀한 교수자, 컴퓨터 기반 의사소통의 기술적 어려움이라는 방해요소를 경험하였고, 이로 인해 언어적인 어려움과 인지적⋅행동적 불안이 동반되었다. 결론 외국인 대학원생이 원활하게 실시간 온라인 토론을 수행할 수 있도록 학습자의 경험을 통해 인한 여러 방해요소를 해소할 수 있는 적절한 교육 방안 마련이 필요하다.

344 Qualitative Description of Synchronous Online Discussions During Weekly Academic Conference

COVID-19 dramatically changed weekly academic conferences with virtual presentations replacing in-person didactics. Through group chat functions, modern communication platforms provide the opportunity for synchronous online discussions to occur in parallel with didactic presentations. We sought to qualitatively characterize the content, nature, and educational uses of synchronous online discussions occurring during weekly academic conferences and to assess the attitudes of lecturers and audience members towards these discussions. Transcripts of synchronous online discussions occurring from 7/1/20 to 12/31/20 were qualitatively analyzed using a grounded theory approach. Initial themes were identified by the primary author. Following a preliminary coding by the study authors, the themes were iteratively refined to arrive at a final coding strategy. Each month’s transcripts were coded by 2 study authors. When there was disagreement between coders, the primary author made a final coding determination. Following the study period, a survey distributed to residents and faculty assessed attitudes towards the synchronous online discussions. The qualitative analysis of the transcripts identified 2352 coded messages. The final coding schema can be seen in Figure 1. Of 1720 identified content codes, the most commonly identified themes were cultural communications (40.8%) and knowledge sharing (39.0%). Within the broader theme of knowledge sharing, participants were most likely to share individual practice experience (366/671 codes). Statements with uncited data/evidence (113 codes) occurred in similar frequency to sharing of academic resources (137 codes). Questions directed towards other members of the audience (48.8% of questions) were only slightly less common than questions directed to the lecturer (51.2% of questions). There were 56 respondents to the survey (30 residents, 25 faculty, 1 fellow). Of the 44 respondents that had presented didactics, 54.5% (24/44) identified that it was challenging to keep up with the synchronous online discussion. From the perspective of the audience, 82.1% (46/56) felt it was easy to keep up with the discussion. Presenters of didactics felt identifying a member of the audience as a surrogate was the easiest means to keep up with the discussion (75%, 33/44 presenters). Audience members agreed that they were much more likely to ask a question in a synchronous online discussion as opposed to speaking out loud (71.4%, 40/56). Weekly academic conferences are a critical component of residency education, enabling not only the acquisition of knowledge but also the social sharing of knowledge/experiences developing of robust communities of practice. Our qualitative analysis found that cultural communication occurred with near equal frequency to knowledge sharing and that sharing of individual practice experiences was more common than sharing of academic resources. These synchronous online discussions may make it more likely for audience members to ask questions of each other or the lecturer but keeping up with the discussion was challenging for lecturers.

Using Synchronous Online Discussion to Develop EFL Learners’ Productive Skills : A Case Study

This study aims to investigate the effects of synchronous online discussions in foreign language classrooms, using a control group (face-to-face oral role play) and an experimental group (synchronous online discussion), on the development of English productive skills, such as speaking and writing. The case study employed a pretest-posttest quasi-experimental design. Thirty students from Danang University of Medical Technology and Pharmacy participated in the research project. Data were collected includes pre- and post- treatment tests at the beginning and at the end of the semester, pre- and post-questionnaires; and semi-structured interviews. Results derived from a t-test analysis revealed that there were no statistically significant differences between the two groups in either speaking or writing proficiency at the end of the semester. However, both groups showed a significant gain in speaking and writing proficiency between the beginning and the end of the semester. Statistics indicated significant levels between pre- and post-treatment scores reached by the nonsynchronous computer mediated communication role play and the synchronous computer meddiated communication chat groups.

SYNCHRONOUS ONLINE DISCUSSION BOARD AS A PRIMARY MODE OF DELIVERING MARKETING EDUCATION: RESPONDING TO THE COVID-19 PANDEMIC AND BEYOND

ABSTRACT The research reported in this paper examined the use of synchronous online discussion board as the primary mode of teaching by one instructor teaching two sections of a senior-level undergraduate Marketing Strategy course during the COVID-19 pandemic. Decisions were made to use a synchronous online discussion board as the primary online meeting space and mode of instruction for the remainder of the spring 2020 semester and continuing into the fall 2020 semester. Both before and after the transition to online instruction, the primary activities of the class were analysis of marketing cases and participation in a marketing strategy simulation game, which were accomplished both individually and as student teams. Results from this research suggest that synchronous written discussion boards have a place in instruction. Student-perceived benefits included better access to and retention of material from the course as well as the ability to learn more during class time. Students scored higher on an examination on material delivered by written discussion board than by Zoom. Negatives revolved around frustration with the online interface.

COVID 19 and Dental Education: Transitioning from a Well-established Synchronous Format and Face to Face Teaching to an Asynchronous Format of Dental Clinical Teaching and Learning

The Covid-19 pandemic made it necessary to adopt and establish complete or partial online delivery of our clinical teaching and learning. We developed an alternative approach with a combination of Problem based Learning asynchronous fora and Teacher-facilitated synchronous online discussions. Our aim is to share our educational practice and highlight the requirements and constraints, advantages and challenges of such an approach. It allowed a more student-centred experience, but clinical simulation and face-to-face patient care remain necessary. The Covid-19 pandemic has changed the landscape of dental education for the foreseeable future, with a reduced number of patients in dental clinics. Further study is therefore necessary to understand the lived experience of students and teachers to the adopted online teaching and learning approach.

Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic

During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge.
 HIGHLIGHTS
 
 Covid-19 pandemic demands the employment of online learning mode.
 Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English.
 Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.

Examining Student Reported Interaction and Satisfaction in Higher Education Administration Graduate Seminar-Style Blended Courses

The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.

The Effect of Online Discussion in Blended Learning on Students’ Mathematical Concept Comprehension and Attitude

This research aimed at (1) investigating if asynchronous online discussion in Blended Learning (BL) affect positively on students’ concept comprehension and attitude, as well as (2) describing why asynchronous online discussion in BL is better at improving students’ concept comprehension and attitude. This research combined quantitative and qualitative research utilizing explanatory sequential design. The quantitative design with Randomized Posttest-Only Comparison Group Design with a sample of 68 junior high school students in Bali, the qualitative design used descriptive approach on five population subjects which was done purposively. The quantitative data in the form of students’ concept comprehension and attitude was collected by using essay test and questionnaire. The qualitative data was in the form of: (a) students’ responses towards the implementation of online discussion, (b) online and group discussion activities, (c) students’ works, collected by using (a) interview, (b) observation sheet, (c) documentation. The quantitative data was analysed by using Manova test with 5% significance level. The qualitative data was analysed in the steps of: (a) data reduction, (b) data presentation, and (c) data verification. The result of the experiment showed that the concept comprehension and attitude of the students who attended asynchronous online discussion in BL was significantly better than the students who attended synchronous online discussion in BL. This was because the students who attended asynchronous online discussion were more enthusiast, more trained in communicating their understanding, more motivated in discussion and in learning process.

AN INVESTIGATION INTO STUDENTS’ EVALUATION OF AND ATTITUDES TOWARDS SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION ON LANGUAGE SKILLS DEVELOPMENT IN VIETNAMESE INSTITUTIONAL CONTEXT

The study explored students’ evaluation of and attitudes towards synchronous computermediated communication (SCMC) on language skills development after a fifteen-week semester ofinstruction, using quantitative and qualitative approach. One class of English level 3 of CEFR – Vietnamesestandard (B1) participated in oral role plays and one class engaged in synchronous online discussions. Theresearch participants filled out the pre- and post- questionnaires and the participants from the SCMC groupwere called for semi-structured interviews to obtain their evaluation and attitudes towards synchronouscomputer-mediated communication on language development. Analysis of the questionnaires and semistructured interviews exposed that the fifteen-week semester English intensive course contributed tostudents’ language skills development. They had positive attitudes towards SCMC and were contented withthe activities in the computer lab. Remarkably, the SCMC group felt more confident in chatting in computerlab than the role play group. It showed that doing written online discussions would intrigue learners in theirlearning English. SCMC is thus shown to be a valuable addition to the foreign language classroom.

Doc2Vec &Naïve Bayes: Learners’ Cognitive Presence Assessment through Asynchronous Online Discussion TQ Transcripts

Due to the lack of face to face interaction in online learning environment, this article aims essentially to give tutors the opportunity to understand and analyze learners’ cognitive behavior. In this perspective, we propose an automatic system to assess learners’ cognitive presence regarding their social interactions within synchronous online discussions. Combining Natural Language Preprocessing, Doc2Vec document embedding method and machine learning techniques; we first make some transformations and preprocessing to the given transcripts, then we apply Doc2Vec method to represent each message as a vector that will be concatenated with LIWC and context features. The vectors are input data of Naïve Bayes algorithm; a machine learning method; that aims to classify transcripts according to cognitive presence categories.

It is about timing: Network prestige in asynchronous online discussions

AbstractAsynchronous online discussions are broadly used to support social learning. This paper reports on an undergraduate class's online discussion activities over one semester. Applying social network analysis, this study revealed a participation gap among students reflected by their varied levels of network prestige. The low‐prestige group initiated equivalent volumes of interactions but were less reciprocated. In‐depth analysis found the high‐prestige group also advantageous in other network measures such as closeness centrality and eigenvector centrality, as well as the strength, persistence, and reciprocity of their ties. To probe potential explanations of the revealed gap, we further contrasted post content and posting behaviours between two groups. Results did not identify any significant differences in post content but found low‐prestige students' participation less timely and more temporally compressed. This paper calls for attention to the participation gap in online discussions, microlevel temporal patterns of student activities, and practical means to scaffold student participation in asynchronous online discussions.

Quantitative Analysis Of The Effect Of Synchronous Online Discussions On Oral And Written Language Development For EFL University Students In Vietnam

<p><span>The study investigated the effects of synchronous online discussions on oral and written skills development for EFL university students in Vietnam after one semester of instruction, using a pretest-posttest quasi-experimental approach. One 15-student class of B1-level English participated in oral role plays, whereas another 15-student class engaged in synchronous online discussions after comparable preparation. Results showed no statistically significant differences in oral and written proficiency between the two treatment groups at the end of the semester. However, students in both groups achieved great progress in speaking and writing skills, especially speaking skill after one semester. The fact that there was no significant difference of the groups strengthens the belief that online discussions support the development of the same processes that underlie oral speech. Synchronous online discussions are thus shown to be a valuable addition to the foreign language classroom, in terms of second language acquisition and learners’ language development.</span></p>