This article offers an accessible summary of an paper published by the authors in AJET (16 page PDF). "How can an instructor possibly facilitate meaningful online discussions in a class of 400 students?" they ask. The article describes a mechanism using 'protocols' for online discussions, where a "protocol identifies a clear purpose for the discussion, gives participants instructions on their roles within the discussion, describes how those roles interact with one another and provides specific timeframes for those interaction." They suggest that "iterative changes in the design of protocol-based discussions influenced students' cognitive presence." Methods included modelling exemplary posts, increasing required participation, and prompting peer questioning.
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