Cohort-Specific Online Discussion Experiences: A Collaborative and Multidisciplinary Approach to Improving Student Learning.

Contemporary issues in education research (Littleton, Colo.) Pub Date : 2017-09-29 DOI:10.19030/CIER.V10I4.10038

A. Selhorst, Eric Klein, J. Harrison

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引用次数: 2

Abstract

Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse. As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners. Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week. The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS). Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts. Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.

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特定群组的线上讨论经验:一种合作与多学科的方法来改善学生的学习。

在异步在线讨论中，讨论队列大小对学生成功的影响的研究很少。因此，下面的研究试图确定一个最佳的学生群体规模，以提高在一个主要由成人学习者组成的大型高等教育大学的通识教育课程在线讨论中的成功和参与。实验课程将强制性讨论分成一个、两个或三个小组，以保持每个小组每周不超过10名学生的讨论规模。除了通过课程结束调查(EoCS)对学生满意度的影响外，还评估了队列规模对学生平均成绩(GPA)、退学率、不及格率和升学率的影响。结果显示，在一个、两个或三个在线讨论组的课程中，学生的成功或学生的满意度没有显著差异。未来的在线教育研究应该集中在高年级课程上，学生可能会从小组讨论中受益。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Contemporary issues in education research (Littleton, Colo.)

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