Avoidance of or dislike for technology.
Published in Chapter:
Empathy-Driven Instructional Design in Asynchronous Online Discussions
Stuart K. White (Purdue University, USA),
Qian Xu (Purdue University, USA),
Anthony C. Ilobinso (Purdue University, USA),
Weijian Yan (Purdue University, USA),
Liu Dong (Purdue University, USA),
Zhuo Zhang (Purdue University, USA), Adewole E. Babalola (Purdue University, USA), and
Adrie A. Koehler (Purdue University, USA)
Copyright: © 2024
|Pages: 24
DOI: 10.4018/979-8-3693-0762-5.ch005
Abstract
Asynchronous online discussions (AODs) are a primary way instructors design for interactions among students in online environments. However, many common challenges associated with AODs (e.g., self-doubt, poorly constructed question prompts, superficial posting) prevent students from benefitting fully from the experience. Furthermore, how instructional designers address these challenges has implications for how AODs are designed, facilitated, monitored, and evaluated. This chapter explores using an empathy-driven approach to overcome AOD challenges. Adopting an empathy-driven approach offers instructional designers opportunities to mitigate challenges with designing, facilitating, monitoring, and evaluating AODs in order to create a meaningful learning opportunity that fosters inclusivity, motivation, and engagement while reducing ambiguity. Specific strategies are shared for improving AODs by using an empathy-based approach.