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Contributed by Organizations or Campuses; Articles, Papers, and Reports; Online Teaching Strategies; and Instructional Design

Recent library resources tagged with Contributed by Organizations or Campuses; Articles, Papers, and Reports; Online Teaching Strategies; and Instructional Design.

Promoting Durable Knowledge Construction through Online Discussion
Added by the EDUCAUSE Librarian
Title:Promoting Durable Knowledge Construction through Online Discussion (ID: CSD4551)
Author(s):Dave S. Knowlton (Crichton College)
Source:Middle Tennessee State University
Origin:Contributed by Organizations or Campuses (2001)
Type:Articles, Papers, and Reports
Abstract:The success of online discussion is not happenstance. This paper focuses on practical advice for making online discussions educationally durable. This advice focuses on all stages of online discussions, from designing the assignment guidelines through summative evaluation. While this practical advice is grounded in the author's experience, it is more substantively grounded in a framework defining durable knowledge construction.
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http://www.mtsu.edu/~itconf/proceed01/11.html[Off site]
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Influence of Non-Moderated and Moderated Discussion Sites on Student Success
Added by the EDUCAUSE Librarian
Title:Influence of Non-Moderated and Moderated Discussion Sites on Student Success (ID: CSD2797)
Author(s):Wolfgang Bauer (Michigan State University)
Origin:Contributed by Organizations or Campuses (2003)
Type:Articles, Papers, and Reports
Abstract:One of the most successful applications of networked technology in education has been the development of individualized homework assignments. Such assignments provide immediate feedback to students and discourage copying. However, networked technology also allows students to develop sophisticated schemes designed to beat the system. This paper, supported in part by Andrew W. Mellon and Alfred P. Sloan Foundations, reports the educational outcomes for introductory physics students who used two web sites, one designed by the course instructor to provide assistance to students and the other a site designed by a third party to provide students with the solutions to problems. Results indicated that students who used the third-party site more tended to perform more poorly on all measures of success in the course, and that these relationships held even after accounting for students' academic ability. On the other hand, students who more often used the site designed by the instructor tended to perform better in the course.
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http://www.aln.org/publications/jaln/v7n1/v7n1_kashy.asp[Off site]
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