The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion

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Ou, C., LeDoux, T. & Crooks, S. (2004). The Effects of Instructor Presence on Critical Thinking in Asynchronous Online Discussion. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 2989-2993). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13305.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Chaohua Ou, Trudy LeDoux, Steven Crooks, College of Education, Texas Technology University, United States

Abstract

Asynchronous online discussion provides every member of a class with an opportunity to share their experiences and exchange views. As a result, they can construct a better understanding of new knowledge through interactions with peers and the instructor. However, interaction does not happen automatically. The instructor, as the designer and facilitator of the course, plays an important role in facilitating an online discussion. Consequently, it is critical to examine how instructors facilitate online discussion and promote high level interaction. This experimental study examines the effects of instructor presence on students' attitudes as well as the quantity and quality of student participation in asynchronous online discussion. This study is expected to generate knowledge that will help instructors make decisions on how to establish presence in online discussions. It will have useful implications for instructors to develop and promote interactions among learners and between learners and instructor.

Keywords

• Students
• Educational Technology
• Interaction

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