A Comparison of Instructional Strategies in Online Discussions
Abstract: Given the value of online discussions in establishing community, negotiating meaning and facilitating group collaboration, attention to the instructional strategies employed within those online discussions remains limited. In the fall of 2007, 18 students were enrolled in a graduate level course focusing on curriculum, instruction and technology in the changing world of the school librarian. Technology – online course environments, blogs and wikis – facilitated the delivery of this course and the discussions pursuant to its content. Students’ ratings concerning their learning experiences, quality of interactions with peers, and perceived efficacy of the instructional interventions are compared and presented.
Presider: Matthew Ohlson, University of Florida