Faculty Use of Asynchronous Discussions in Online Learning Undergraduate and Graduate Courses

ID: 32107 Type: Brief Paper
  1. Douglas Lynch, University of New England, United States

Wednesday, March 9 3:25-3:45 PM

No presider for this session.

This paper reports a subset of data from a larger study that investigated faculty practices and perceptions of using discussions within online courses. The focus of the presentation is comparing faculty who taught undergraduate compared to graduate online courses. The results suggest that undergraduate faculty found online courses having less interaction, lower quality of discussions, and more detached from their students compared to faculty who taught graduate level courses. Suggestions are provided for ways to engage undergraduates with online discussions.

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