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Examining the relationship between online discussion responses and learner achievement.

机译：检查在线讨论回复与学习者成就之间的关系。

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摘要

Education has seen a shift from the traditional classroom setting to one that takes that same class to a new learning environment. Learners are no longer confined to the physical constraints of the traditional classroom. Instead, they are able to go outside the traditional classroom and use new technological advances to learn by meeting and collaborating in a distance learning environment. These course management systems have their own set of unique attributes that make them attractive to educational institutions, faculty and most importantly the learner. As the components of the learning process are important in any learning environment, discussion within the distance learning environment was studied to determine the relationship with academic success for the learner. Two variables examined in this study were the amount of discussion responses posted (initial and responses to other learners) and the cognitive levels achieved within initial learner discussion responses. Learner responses were counted to determine the amount of responses posted. Bloom's Taxonomy was used to determine the cognitive level achieved in the initial discussion responses posted. Chi-square was used to calculate frequency in this quantitative study. A relationship was discovered between the number of discussion responses (initial and responses to other learners) and course grade. No relationship was discovered between the cognitive levels achieved in the initial discussion responses and course grade. Instructional designers can benefit from additional research to improve online classes with effective guidelines in an attempt to increase the amount of discussion responses posted along with further exploring the relationship between cognitive levels achieved and potential critical thinking aspects with learner achievement.
机译：教育已经从传统的课堂环境转变为将同一堂课带入新的学习环境的环境。学习者不再局限于传统教室的物理限制。取而代之的是，他们能够走出传统教室，并通过在远程学习环境中开会和协作来利用新技术进步来学习。这些课程管理系统具有其自己的独特属性集，这些属性使它们对教育机构，教师以及最重要的学习者具有吸引力。由于学习过程的组成部分在任何学习环境中都很重要，因此对远程学习环境中的讨论进行了研究，以确定学习者与学业成就之间的关系。这项研究中考察的两个变量是发布的讨论响应的数量（初始和对其他学习者的响应）以及在初始学习者的讨论响应中达到的认知水平。对学习者的反应进行计数，以确定发布的反应量。 Bloom的分类法用于确定在最初的讨论回复中获得的认知水平。在此定量研究中，使用卡方来计算频率。在讨论答案的数量（初始答案和对其他学习者的答案）与课程成绩之间发现了一种关系。在最初的讨论回应中获得的认知水平与课程成绩之间未发现任何关系。教学设计人员可以从其他研究中受益，以通过有效的指南来改进在线课堂，以增加发布的讨论响应的数量，并进一步探索实现的认知水平与学习者成就之间潜在的批判性思维方面之间的关系。

著录项

  • 作者

    Jorgensen, Joan.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Technology of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 T-4;
  • 关键词

  • 入库时间 2022-08-17 11:38:29

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