Titlebook: Student Participation in Online Discussions; Challenges, Solution Khe Foon Hew,Wing Sum Cheung Book 2012 Springer Science+Business Media, N

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Introduction,Collaborative learning essentially focuses on the negotiation or discussion of ideas among participants. Traditionally, discussion occurs in face-to-face learning classroom environments. However, face-to-face classroom discussions are typically limited by several factors. In this chapter, the variou

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Challenges: Findings from Previous Empirical Research,cussions. While students could participate by merely reading messages, such an act does not really encourage the exchange of ideas in the online discussion because if no messages are posted in the first place there will be no messages in the discussion for students to read. Unfortunately, students w

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Possible Strategies to Overcome Limited Student Contribution: Empirical Findings From Previous Resein asynchronous online discussion. Limited student contribution is defined as students making few or no postings, students exhibiting surface-level thinking, or students displaying low-level knowledge construction in online discussions. The empirically based strategies include the use of certain gro

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Case Studies on Peer Facilitation: What Motivates Participants to Contribute?,scussions. The first study examined peer facilitators’ habits of mind, while the other three studies examined other possible factors. We offer the following findings or main lessons learned from the four studies: peer facilitators should display the habits of open-mindedness and awareness of own thi

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Peer Versus Instructor: Under What Conditions do Students Prefer?,an online discussion? The results of our study suggested that students preferred peer facilitation because: (a) they feel more comfortable in voicing their views, (b) they are able to take greater ownership of the discussion, (c) they are able to have practical hands-on experience of facilitating a

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Asynchronous Audio Discussion,ficant challenge for participants who are weak in reading or writing. Participants may also run a higher risk of being misunderstood in text discussion due to the lack of verbal cues. In this chapter, we present two studies that examined the use of asynchronous voice or audio discussion. The overall