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Using Asynchronous Discussion Boards to Teach IS: Reflections from Practice

机译：使用异步讨论板教IS：实践的思考

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摘要

This study explores how student learning via asynchronous, threaded discussion boards may be managed successful. We examine the elements of course scaffolding on that affect student learning and engagement in discussion. We explore the role of the instructor in mediating learning. We base our findings on an analysis of 21 online courses in the IS domain, conducted by multiple instructors over a period of eight years. Our findings indicate that three aspects of course scaffolding impact learning outcomes: question structure, question focus, and the design of supporting materials. We also deconstruct the myth of the entertaining professor , concluding that, while students are more satisfied with courses where the professor is deemed to be entertaining - and thus more motivated to learn - this form of course mediation may actually impede deep learning.
机译：这项研究探索了如何成功地管理通过异步，线程化讨论板进行的学生学习。我们研究了影响学生学习和参与讨论的课程脚手架要素。我们探索教师在中介学习中的作用。我们的研究结果基于对IS领域21项在线课程的分析，该课程由多位教师在八年内进行。我们的发现表明，课程脚手架的三个方面都会影响学习成果：问题结构，问题重点和辅助材料的设计。我们还解构了娱乐性教授的神话，得出的结论是，尽管学生对教授被认为具有娱乐性的课程更加满意，因此更有动力去学习，但是这种形式的课程调解实际上可能会阻碍深度学习。

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