Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses
Anita Chadha, University of Houston
Fostering reflective deliberation in the online classroom ensures that students reach a high level of achievement in virtual courses. Student peer exchanges were evaluated on a collaborative web site structured around interactive weekly discussions offered across an online, face-to-face, and upper- and lower-division political science courses. Findings indicate that despite differences in mode and level of instruction, the 87 students were academically reflective in their peer discussions across geographic boundaries. This study concludes that a collaboration with a peer interactive design has an important place in online classes, which is a concern for educators and university administrators when developing and delivering pedagogical content.
online learning, deliberation, reflectivity of discussions, different course levels, different instruction types, online communities