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Two Case Studies of Online Discussion Use in Computer Science Education: Deep vs. Shallow Integration and Recommendations

Two Case Studies of Online Discussion Use in Computer Science Education: Deep vs. Shallow Integration and Recommendations

Gokce Akcayir, Zhaorui Chen, Carrie Demmans Epp, Velian Pandeliev, Cosmin Munteanu
Copyright: © 2020 |Pages: 26
ISBN13: 9781799832928|ISBN10: 1799832929|EISBN13: 9781799832935
DOI: 10.4018/978-1-7998-3292-8.ch017
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MLA

Akcayir, Gokce, et al. "Two Case Studies of Online Discussion Use in Computer Science Education: Deep vs. Shallow Integration and Recommendations." Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, IGI Global, 2020, pp. 409-434. https://doi.org/10.4018/978-1-7998-3292-8.ch017

APA

Akcayir, G., Chen, Z., Epp, C. D., Pandeliev, V., & Munteanu, C. (2020). Two Case Studies of Online Discussion Use in Computer Science Education: Deep vs. Shallow Integration and Recommendations. In L. Wilton & C. Brett (Eds.), Handbook of Research on Online Discussion-Based Teaching Methods (pp. 409-434). IGI Global. https://doi.org/10.4018/978-1-7998-3292-8.ch017

Chicago

Akcayir, Gokce, et al. "Two Case Studies of Online Discussion Use in Computer Science Education: Deep vs. Shallow Integration and Recommendations." In Handbook of Research on Online Discussion-Based Teaching Methods, edited by Lesley Wilton and Clare Brett, 409-434. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3292-8.ch017

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Abstract

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

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