August 16th, 1p-2p
Watch the discussion online. (Link available by August 14). UPDATE: We are moving away from synchronous hangout type dialogs, to a podcast format. This will be the first episode of our new series.
Recorded Archive of Discussion.
Brewer, S., & Klein, J. D. (2006). Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment. Educational Technology Research & Development, 54(4), 331-354. doi:10.1007/s11423-006-9603-3
Darabi, A., & Jin, L. (2013). Improving the quality of online discussion: The effects of strategies designed based on cognitive load theory principles. Distance Education, 21-36
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of online discussion strategies: A meta-analysis. American Journal of Distance Education, 27(4), 228-241
Johnson, G. M. (2006). Online study groups: Reciprocal peer questioning versus mnemonic devices. Journal of Educational Computing Research, 35(1), 83-96.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162. doi:10.1080 /1355800021012139
Ng, C. S. L., Cheung, W. S., & Hew, K. F. (2008). Solving ill-structured problems in asynchronous online discussions: Built-in scaffolds vs. No scaffolds. Interactive Learning Environments, 18(2), 115-134. doi:10.1080/10494820802337629
Sas, M., Bendixen, L. D., Crippen, K. J., & Saddler, S. (2017). Online collaborative misconception mapping strategy enhanced health science students’ discussion and knowledge of basic statistical concepts. Journal of College Science Teaching, 46(6), 88-99.
TopÃ§u, A. (2008). ‘Intentional repetition’ and learning style: Increasing efficient and cohesive interaction in asynchronous online discussions. British Journal of Educational Technology, 39(5), 901-919