Description:
Eight sections of one online undergraduate course were analyzed to determine if the structure of the online discussions enhanced learning of course objectives as measured by course exams (Young, 2008). The instructor developed a structure for asynchronous discussions that incorporated basic principles of learning. According to Ormrod (2008, p. 222) what is most important regarding instruction is “how well it promotes effective storage processes.” These activities can be explained within the context of Atkinson and Shifrin’s (1968) dual store model of memory. The sensory register is where information is first received. If it is attended to, the information moves to short-term working memory. If it is not attended to the information disappears. Once in working memory, information is processed in conjunction with information from long-term memory, and incorporated into long-term memory, or information is lost after about 20 seconds. Long-term memory is theorized to have unlimited capacity and is the repository of much of what we know. Cognitive processes associated with storing information into long-term memory include selection, internal organization, visual imagery, meaningful learning, elaboration and rehearsal (Ormrod, 2008). For purposes of the current presentation the latter three processes are the focus.
Meaningful learning can be defined as connecting new information to prior knowledge. This process is particularly effective when people connect new information to information about themselves. Instructors can create meaningful learning activities by asking students to relate new information to their prior experiences and interests. Elaboration occurs when information is presented and learners fill in the details with assumptions, inferences and their own interpretations to create understanding. This process typically results in a deeper understanding of the material but may at times lead to misunderstanding. Having students define concepts in their own words is an example of elaboration. Finally, rehearsal in the form of distributed practice involves periodically practicing and reviewing material. Distributed practice enhances retention through repeated interaction with the material. Students process the information more frequently and thus continue to elaborate on the information for greater understanding (Ormrod, 2008).
Within an online class taught by this author and titled “Human Learning and its Application to Education” discussions were created to enhance storage activities. Discussions were required and graded according to a grading rubric made available to the students at the start of each semester. The instructor set up unthreaded discussions consisting of a multipart question for all students to answer. Typically, unthreaded discussions are not recommended as research suggests they lead to one answer and don’t encourage participation (Dennen, 2005; Vonderwell et al 2007). However, these questions involved having students not only define concepts but apply them to their own experiences, thus making each post unique. Each weekly discussion question consisted of a query about a concept or several concepts where students had to demonstrate understanding and elaborate on the concept by explaining the concept in their own words. Typically the second part of the question required the students to apply the concept to an experience in their lives and to their future professional careers, thus creating opportunity for meaningful learning and additional elaboration. Once students answered the question they were permitted to read their classmates’ response to the question and then they were required to respond in a substantive manner to four of their classmates’ posts. The response to classmates required students to engage in distributed practice by reviewing others’ responses and to elaborate by expanding on what their classmates said. Discussions occurred weekly throughout the semester, therefore, encouraging students to engage in additional distributed practice before each exam (Young, 2008).
Two hundred and fifty undergraduate teacher education students enrolled in “Human Learning and its Applications to Education” were subjects for this study. Student grades were drawn from eight online sections of the course offered from the fall of 2005 through the spring of 2007. Each of the online sections was taught by the same instructor and followed approximately the same schedule with similar course requirements.
The results indicate correlations between discussion participation and test grades as well as significant differences in scores on exams for students who actively participated in the discussions when compared to those who were not active participants.
Goals:
1.Brief review of research literature regarding participation in asynchronous discussions and learning of course content.
2.Discussion of learning principles that can be incorporated into discussion structure to promote learning and retention in students.
3.Discussion of the pros and cons of utilizing graded discussions as well as grading rubrics to promote discussion participation and learning of course content.
References
Atkinson, R. C. & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 2). New York: Academic Press.
Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127- 148.
Ormrod, J.E. (2008). Human Learning. Upper Saddle River, NJ: Pearson Prentice Hall.
Vonderwell, S., Liang X., & Alderman, K. (2007). Asynchronous discussions and
assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328.
Young, A. (2008). Structuring asynchronous discussions to incorporate learning principles in an online class: One professor’s course analysis. Journal of Online Learning and Teaching, 4(2), 217-225.
