Do video vignettes promote better online discussion participation rates and critical thinking?

Fulgham, S. & Maushak, N. (2009). Do video vignettes promote better online discussion participation rates and critical thinking?. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 370-373). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30620.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE

Authors

Susan Fulgham, West Texas A&M University, United States; Nancy Maushak, Texas Tech, United States

Abstract

Previous research on improving online discussion participation rates and critical thinking skills has mainly focused on question types or the instructor’s role as facilitator. Studies have shown video to be a motivator, raising student engagement in a course. This study investigates the effects of question modalities (text, video, or dual) on response rates and critical thinking skills in online discussions with pre-service teachers. Differences between text only, video only, and dual modality conditions will be analyzed by the dependent variables of word count, degree of answer completion, and level of higher-order thinking.