Peer reviewed
Direct linkERIC Number: EJ1214971
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1093-023X
EISSN: N/A
How Did Graduate Students of Education Major Perceive Ground Rules in Online Discussions?
Wang, Yu-mei
Journal of Interactive Learning Research, v30 n1 p5-25 2019
Online discussions have been proliferating in US higher education. Due to its widespread incorporation into university courses, instructors have been making efforts to design effective online discussions to enhance student learning. Ground rules play an important role in regulating student behaviors and performance in online discussions. This study reports how graduate students in education perceive ground rules designed for online discussions. The findings of the study provide insights on the role of ground rules in promoting student learning through online discussions.
Descriptors: Graduate Students, Teacher Education, Discussion Groups, Student Behavior, Guidelines, Compliance (Psychology), Instructional Effectiveness, Computer Mediated Communication, Discussion (Teaching Technique), Instructional Design, Urban Universities, Elementary Secondary Education, Accountability, Student Satisfaction, Student Participation, Collegiality, Learner Controlled Instruction
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
