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Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice

Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice

Allison Zengilowski, Diane L. Schallert
Copyright: © 2020 |Pages: 29
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
DOI: 10.4018/978-1-7998-3292-8.ch002
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MLA

Zengilowski, Allison, and Diane L. Schallert. "Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice." Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, IGI Global, 2020, pp. 26-54. https://doi.org/10.4018/978-1-7998-3292-8.ch002

APA

Zengilowski, A. & Schallert, D. L. (2020). Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 26-54). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch002

Chicago

Zengilowski, Allison, and Diane L. Schallert. "Using “Plain Vanilla” Online Discussions to Foster Students' Learning: From Research to Practice." In Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, 26-54. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3292-8.ch002

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Abstract

Rapidly, new technology is being introduced into educational environments, oftentimes, with little research to support its usage. This chapter is a review of the research on and consideration of students' experiences when using the antecedent to many of these newer burgeoning technologies: the online, fully text-based discussion. The claim explored is that written discussion can have important implications for learning and the creation of a learning community in a classroom. The chapter first describes the historical roots of the tool and students' experiences of being engaged in online discussion. Following this, the chapter explores four problems that students, instructors, and/or course designers may encounter with online discussions, followed by potential solutions. The problems include 1) discussions not helping students learn, 2) teachers' uncertainty about their role in discussions, 3) students feeling disconnected from their peers, and 4) the need to be sensitive to students' differing goals and experiences.

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