• Journal of Engineering Education Research
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• v.24 no.1
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• pp.24-33
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• 2021

As online learning continues to be extended, many engineering colleges are engaged in online learning activities. One of the core competencies required of engineering students in a knowledge-convergence society is communication skills. Online discussion activities are frequently used in educational field to improve communication skills. Efforts are being made to provide visual dashboards in online discussion activity systems to more effectively support online discussion activities. However there is less qualitative studies on students' experience in discussion activities. The purpose of this study is to explore the experience of engineering students participating in discussion activities using online discussion systems and visual dashboards. We interviewed 15 students who participated in online discussion activities to achieve their research objectives about their experience in utilizing the online discussion system, their perception of visual dashboards, and their experience in discussion activities. As a result of the study, students' perception of the use of the online discussion activity system, the visual dashboard, and the perception of a sense of social presence were understood. To be more effective in providing tool support, such as discussion activity systems and visual dashboards in online discussion activities, instructors need to understand the nature of learners' online discussion activities.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.8
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• pp.723-733
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• 2020

The study investigates the effects of online instructional facilitator's qualities on student performance of online class activities. The study explores the roles of instructional facilitators who may influence student performance of online class activities and their academic achievement. The study employs a set of aggregated data from 1,362 subjects and 10 facilitators who participated in multiple online classes. The results of independent samples t-test reveal that the student performance in online classes has no association with facilitators' educational background or academic degree, as well as demographic characteristics, student evaluation records and instructional achievement. The results of multiple regression analysis show that the facilitator engagement has a positive relation to the enhancement of student interaction, reading discussion messages, and the quality of discussion messages in online discussions. The results of correlation analysis show that the facilitator engagement has a positive impact on both increasing the number of reading discussion messages and enhancing the quality of discussion messages. The facilitator engagement increases the quantity of reading discussion postings and enhances the quality of discussion messages, which would be a substantial contribution to student performance by facilitators. The findings suggest that student performance and academic achievement in online classes are not independent of facilitator engagement.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1206-1215
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• 2004

In this study, we explored the students' perceptions on the online discussion system for physics investigation as the physics education program. With these, we explored the characteristics of online discussion system. For these, the questions and interviews were executed in order to get informations about user-friendly characteristics of on-line discussion learning system of physics investigation, asynchronicity of on-line investigation discussion, on-line investigation discussion related to writing, visual cues and physical presence of on-line investigation discussion and preference of on-line investigation discussion. The students represented that there were two advantages in the online investigation discussion. One is that they could participate in the on-line investigation discussion without the restriction of time and space, and the other is that they could enter into a dispute with sufficient consideration because of the asynchronicity characteristic of online investigation discussion. Although the online educational activity is mainly achieved by independent work on the part of students, the role of teacher and parents is more important than the technical part of online educational system for the active participation.

• International Journal of Computer Science & Network Security
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• v.23 no.11
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• pp.77-82
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• 2023

The article considers online discussion as an interactive learning method in the conditions of distance learning. The essence of discussion and the stages of its organization are described. The main objective of discussion in distance learning is defined as the stimulation of interest in learning and the involvement of various viewpoints in an active discussion of the stated problems. The key role in ensuring the efficiency of a discussion is identified. The article develops a model for organizing asynchronous online discussions on the Moodle platform, highlighting the sequence of stages and their content. An experimental study of the use of the discussion method in the training of students in distance learning conditions is carried out. Based on the results of the methodological experiment, conclusions are drawn about student interest in online discussions. The authors conclude that the interest of students of different specialties in asynchronous online discussions varies, and the greatest interest is demonstrated by linguistics students. Nevertheless, the differences in student interest in online discussions by groups (specialties) are more likely attributable to subjective factors, which do not affect the overall picture in a major way.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.24-32
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• 2010

This study deals with the effect of feedback patterns by instructor's social message in the online discussion environments. Based on these research results, it was suggested feedback patterns by instructor's social message should be utilized in order to improve the discussion participation and satisfaction of online discussion environments.

• Journal of Engineering Education Research
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• v.13 no.3
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• pp.78-86
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• 2010

This study deals with the effect of academic self-efficacy in the online discussion instruction. Based on these research results, it was suggested academic self-efficacy should be utilized in order to enhance the discussion participation and satisfaction quality of online discussion instruction.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.150-158
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• 2009

This study deals with the effect of learner's self-regulated learning strategy in the non-real-time online discussion. Based on these research results, it was suggested self-regulated learning strategy should be utilized in order to enhance the cognitive dimension participation and discussion satisfaction quality of non-real-time online discussion.

• School Mathematics
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• v.5 no.1
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• pp.77-95
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• 2003

We have web-based online discussion to implement active interaction and a variety of communicative activities. I have gathered the following research questions to study about the meaning of web-based online discussion as a mathematical communication teaching method. First, what changes are there in students mathematical communication ability in web-based online discussion\ulcorner Second, how do students evaluate the web-based online discussion experience\ulcorner In this web-based online discussion, groups of middle school first grade 34 students and each group had chatting at 8 times for 10 weeks. I analyzed what they had discussed by the prints that they had sent me by e-mail. I also surveyed what they had experienced and analyzed them. In this research, the online web based discussion has given positive influence on students' competence of speaking, writing, reading and listening which are crucial to mathematical communication. Students' mathematic thinking power improved and attitudes to mathematics have become more positive.

• Journal of The Korean Association For Science Education
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• v.25 no.6
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• pp.642-649
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• 2005

Argumentative discussion is one of the important components of an educational program, which allows students not only to learn the process of social negotiation through discussions, but also to improve students' overall research abilities. The purpose of this study was to examine a) the changes between inquiry of before-argumentative discussion and inquiry of after-argumentative discussion, and b) the connections between the inquiry changes and online argumentative discussion. This study analysed 726 messages in an online argumentative discussion, as well as in first research reports and second research reports. The results of the study indicate that science-gifted students' research abilities were improved through on-line argumentative discussion that provided them with feedback based on interactive discussions, and encouraged them to re-examine hypotheses and experiment processes. The science-gifted students showed knowledge and abilities for identifying simple errors in research processes and arguing problems in the flow of the whole logic of research.

• Educational Technology International
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• v.15 no.2
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• pp.117-141
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• 2014

This qualitative study investigated different interaction patterns in an online discussion. The data was collected from asynchronous discussion occurred in a graduate course. The data analysis methods include inductive analysis and mapping strategy. The results of the study suggest three layers of interaction: response sequences, interaction amongst participants, and concept map of messages. The visualization of response sequences enabled the researcher to discover complex and dynamic interaction patterns amongst participants. The many-to-many communication feature of online discussion does not always enable direct one-on-one interaction between two participants. Rather, one message contributed to multiple threads in the stream of conversation. In terms of interaction amongst participants, the interaction amongst participants, as indicated in the data, the messages also bind each participant and consequently a group(s) of participants together. It appears that the contribution of one message may not only enable a response to one participant, but also connect many participants to each other. The concept map of messages proposes that response sequences and interaction amongst participants can also be viewed between concepts within messages in the discussion. On the surface, the messages posted by individuals are linked by the system in a linear fashion as they are posted. However, the interaction extends to collaborative conversation amongst participants. Ultimately, a conceptual network of interrelated ideas including multiple perspectives is built in asynchronous discussion.