The Extent of Both Instructor and Student Discourse in Online Courses
The Extent of Both Instructor and Student Discourse in Online Courses
| dc.contributor.affiliation | Peter Kiriakidis - 1387909 ONTARIO INC | |
| dc.contributor.author | Kiriakidis, Peter | |
| dc.date.accessioned | 2020-07-30T22:28:15Z | |
| dc.date.available | 2020-07-30T22:28:15Z | |
| dc.date.issued | 2008 | |
| dc.identifier.uri | http://hdl.handle.net/10125/69272 | |
| dc.title | The Extent of Both Instructor and Student Discourse in Online Courses | |
| dc.type | Conference Paper | |
| dcterms.abstract | This study was grounded on the assumption that there is a correlation between the extent of both instructor and student discourse (ISD) in Threaded Discussions (TDs) in online courses. It was also grounded on the assumption that ISD is a factor of importance to both students and the vitality of the online institution. This study empirically examined the extent of ISD in TDs in online courses. The quantitative data analysis indicated that students participate more in TDs when instructors post timely and frequently to the discussion board. The qualitative data analysis indicated that TDs should be detailed, interesting, enjoyable, and valuable, and during TDs, instructors should provide students with continuous encouragement, guidance, assistance, quality and timely feedback, motivation, and support. Policy makers and online course administrators may achieve greater enrollment and retention rates in online courses with ISD support and a policy on clear expectations in ISD in TDs. | |
| dcterms.extent | 12 pages | |
| dcterms.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | |
| dcterms.type | Text |
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