Handbook of Research on Online Discussion-Based Teaching Methods

Handbook of Research on Online Discussion-Based Teaching Methods

Lesley Wilton (University of Toronto, Canada) and Clare Brett (University of Toronto, Canada)
Indexed In: PsycINFO®
Release Date: May, 2020|Copyright: © 2020 |Pages: 536
DOI: 10.4018/978-1-7998-3292-8
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
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Description & Coverage
Description:

In this digital age, faculty, teachers, and teacher educators are increasingly expected to adopt and adapt pedagogical perspectives to support student learning in instructional environments featuring online or blended learning. One highly adopted element of online and blended learning involves the use of online learning discussions. Discussion-based learning offers a rich pedagogical context for creating learning opportunities as well as a great deal of flexibility for a wide variety of learning and learner contexts. As post-secondary and, increasingly, K-12 institutions cope with the rapid growth of online learning, and an increase in the cultural diversity of learners, it is critical to understand, at a detailed level, the relationship between online interaction and learning and how educationally-effective interactions might be nurtured, in an inclusive way, by instructors.

The Handbook of Research on Online Discussion-Based Teaching Methods is a cutting-edge research publication that seeks to identify promising designs, pedagogical and assessment strategies, conceptual models, and theoretical frameworks that support discussion-based learning in online and blended learning environments. This book provides a better understanding of the effects and both commonalities and differences of new tools that support interaction, such as video, audio, and real-time interaction in discussion-based learning. Featuring a wide range of topics such as gamification, intercultural learning, and digital agency, this book is ideal for teachers, educational software developers, instructional designers, IT consultants, academicians, curriculum designers, researchers, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Assessment
  • Blended Learning
  • Computer Science Education
  • Digital Agency
  • Distance Education
  • Gamification
  • Gender
  • Higher Education
  • Intercultural Learning
  • K-12 Education
  • Lifelong Learning
  • Online Learning
  • Pedagogy
  • Telecollaboration
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Editor/Author Biographies

Lesley Wilton, PhD, OCT, is a faculty consultant for the Teaching and Learning Online project and a senior researcher for the PeppeR project (OISE). She has been designing and teaching courses at the Ontario Institute of Studies in Education (OISE), University of Toronto, since 2012. At OISE, she currently teaches in several graduate programs via face-to-face, blended and fully online formats. She has also been teaching at the Faculty of Education, Ontario Tech University, since 2015. Dr. Wilton received her PhD in Education from OISE. Studying new literacies and social practices in online learning, she built on her MEd research in digital literacies (York University). She presented some of her dissertation data at AERA, LRA and CSSE, and authored Quiet Participation: Investigating non-posting activities in online learning (2019), available in Online Learning Journal. She is also an occasional teacher with the Peel District School Board. Dr. Wilton is the Committee Chair of the Biggar Hedges MT Awards (oise.utoronto.ca/mtawards). She writes about and presents on issues related to online learning, teaching with technology, TPACK, pre-service teaching, multiliteracies, artificial intelligence in education, social practices in online learning and new literacies. Dr. Wilton can be followed on Twitter @lesleywilton

Clare Brett is Chair of the Department of Curriculum, Teaching and Learning at OISE/UT and Associate Professor in the area of Education and Knowledge Technologies. She has been involved in research in the design of blended and online learning environments in classrooms for the last 20 + years, and has offered many of her graduate courses fully online, including courses on learning theories, online design and educational technologies for language and literacies education. Clare’s research interests are focused in investigating technical and social supports, as well as challenges, for collaborative online learning as well as issues of diversity and inclusion in online spaces. Clare, with her colleague Professor Jim Hewitt lead the PeppeR Project,(https://pepperproject.ca) with their research team, an initiative dedicated to the design of educational software that fosters 21st century skills. Currently, they have a SSHRC grant entitled What does online interaction really contribute to the online learning experience?

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