Peer-Led Discussion: Who is the Learner and Who is the Teacher in the Online Learning Environment? PROCEEDINGS
Dorit Maor, Murdoch University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper I focused on the special role of discussion leaders and their engagement in the facilitation of online discussions in comparison to the online teacher. The methodology combined quantitative data of students’ frequency behaviour with qualitative discourse analysis of students’ individual contributions. Each contribution was analysed in relation to one of the seven facilitation roles. In the seven categories that were used to compare the discussion leader’s role with the teacher’s in facilitating, the discussion leaders performed higher in the following: summing-up and confirming, moving the discussion forward, focusing the discussion and debriefing. The teacher demonstrated more frequent behaviour in the following: direct instruction, encouraging and giving feedback/content. Scaffolding had a similar frequency for both with a slightly higher rate for the teacher. The peer-led discussion enabled new relationships and promotes the learning in the community.
Maor, D. (2008). Peer-Led Discussion: Who is the Learner and Who is the Teacher in the Online Learning Environment?. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2958-2963). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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