Organizational Strategies of Online Discussion to Promote College Students’ Deep Learning under the Background of COVID-19
Authors: 
Jihong Xu, Yabin Sun, Wanjing LiAuthors Info & Claims
Jihong Xu, Yabin Sun, Wanjing LiAuthors Info & ClaimsPages 125 - 130
Abstract
In literature review it is found that the research shows that online discussion can promote the development of students’ higher-order thinking, but the current online discussion effect is not ideal mainly because teachers lack careful design of online discussion. Through the design and implementation of online discussion organization, the results show that the discussion topics put forward by students according to the given scope of teachers can stimulate the enthusiasm of discussion participation; Compared with class group discussion, students in panel discussion show higher enthusiasm and deeper interaction; Without a host in the discussion, students have higher enthusiasm for discussion and are easier to achieve higher-level goals. It can be seen from the research that when teachers design online discussions, it is more conducive to achieving the goal of online discussions by letting students put forward discussion topics for spontaneous panel discussions.
References
[1]
Xie, H. M., Liu, L. C., and Chen, Y. A. (2020). Reflections on the teaching of universities under the background of the epidemic situation, Chinese University Teaching, (05):57-60.
[2]
Liaqat Ali, "The Shift to Online Education Paradigm due to COVID-19: A Study of Student's Behavior in UAE Universities Environment," International Journal of Information and Education Technology vol. 11, no. 3, pp. 131-136, 2021.
[3]
Kong, X., Liu, N. J., Zhang, M. H. and Xu, M. W. (2021). COVID-19 Opal and after the epidemic situation in college online teaching data analysis, Journal of Tsinghua University (Natural Science Edition), 61(02):104-116. 017.
[4]
Pan, Q. J., Hu, Y. H., and Que, M. K. (2020). The Challenge and Innovation of Higher Education Teaching Model of Higher Education in the Epidemic Age - Professor Ulrich Thai Higher Education in Wenyu, Fudan Education Forum, 18(06):10-16. 7/j.cnki.fef.2020.06.003.
[5]
Guo, J. P., Chen, J., Gan, Y. J. and Ji, G. G. (2020). How to Carry out Online Teaching in the Period of Mass Epidemic—An Empirical Study of Online Teaching Model and Its Mechanism in Universities, Journal of Educational Studies, 16(06):32-41. j.cnki.1673-1298.2020.06.004.
[6]
Wu, X. M., Li, S. L. and Xu, J. Z. (2020). Exploring the Community: Online Synchronous Teaching Research under COVID-19, Modern Educational Technology,30(08):26-33.
[7]
Huang, Q. L., Li, B. M. and Ren, Y. Q. (2016). In-depth empirical study on online discussion of teachers' workshops—a case study of teachers' workshops on improving the application ability of information technology, E-education Research, 37(12):121-128. 121-128.
[8]
Muilenburg, L.&Berge, Z. A framework for designing questions for online learning [DB/OL]. http://www.emoderators.com/moderators/muilenburg.html.
[9]
Li, Y. L. (2010). Design and host of online discussions in distance learning, China Educational Technology, 01:59-64.
[10]
Veerman, A. L, Andriessen, & Kaiaselaar, G. (1999) Collaborative learning through computer-mediated aargumentation In C. Hoadly & J. Roschelle)Eds.(? Proceedings of the third conference on Computer supported Collaborative Learning Stanford, CA: Stanford University,640-650.
[11]
Marttunen, M. 5&Lavirinen, L. (2001) Learning of argumentation skills in networked and face-to-face environments. Instructional Science,127-153.
[12]
Wing Lam.(2004) Encouraging Online Participation. Journal of Information Systems Education, 15(04): 345
[13]
Alexandru Spatariu, Linda F. Quinn, Kendall Hartley. (2007) A review of Research on Factors that Impact Aspects of online Discussions Quality. Tech Trends, (3): 51
[14]
Li, Z. T., Ji, Y. L. and Wang, F. Q. (2009). Analysis and case study of online discussion model based on problem solving, Modern educational technology, 19(04):27-31.
[15]
Yang, H. L., (2018) The practice research of Flipped classroom promotes deep learning of college students. (Doctoral dissertation, Inner Mongolia Normal University). https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201802&filename=1018819676.nh.
[16]
Peng, M. J., Lu, X. S., and Liu. Y. H. (2011). The Evaluation Method of the Online Learning Participation Based on the Quantity and Quality, Modern Educational Technology, (01):103-106.
[17]
Yan, Y. L., and Li, J. H., (2010). The Research of the Evaluation of Online Communication and Deep Interaction of Teachers' Capacity——The Case about the Analysis of Deep Interaction in Haiyan Teacher's Blog Group. Journal of Distance Education, (02):68-71.
[18]
Yan, H. B., Duan, C. Y. and Wang, W. J., (2018). Development and Effect Verification of Quality Analysis Tools of Online Discussion. Modern Distance Education Research, (01):88-97+112.
Index Terms
- Organizational Strategies of Online Discussion to Promote College Students’ Deep Learning under the Background of COVID-19
Index terms have been assigned to the content through auto-classification.
Recommendations
Exploring Effective Online-Teaching Transition of College Teachers During COVID-19
The study attempts to identify what is effective online teaching from teachers and students perspectives. What are the challenges faced by teachers which hampered effective online teaching? Whether perception of effective online teaching differed based ...
Experiences with online education during COVID-19
ACMSE '22: Proceedings of the 2022 ACM Southeast ConferenceEarly in spring 2020, universities world-wide suddenly moved their courses online in response to the COVID-19 pandemic. A number of researchers have studied the impact of this sudden move on the mental health and education of the effected students. The ...
An Investigation into Student Satisfaction with the Implementation of Online Learning in Physical Education during the COVID-19 at a Vocational College in Vietnam
ICEMT '21: Proceedings of the 5th International Conference on Education and Multimedia TechnologyThe COVID-19 pandemic has disrupted the normal functioning of various activities around the world, including teaching and learning activities. There is a lot of research focusing on academic performance and student satisfaction as the education sector ...
Comments
Information & Contributors
Information
Published In
December 2021
323 pages
ISBN:9781450385800
DOI:10.1145/3510309
Copyright © 2021 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 14 March 2022
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Conference
ICETM'21
ICETM'21: 2021 4th International Conference on Education Technology Management
December 17 - 19, 2021
Tokyo, Japan
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 22Total Downloads
- Downloads (Last 12 months)8
- Downloads (Last 6 weeks)1
Reflects downloads up to 14 Sep 2024
Other Metrics
Citations
View Options
Get Access
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign inFull Access
View options
View or Download as a PDF file.
PDFeReader
View online with eReader.
eReaderHTML Format
View this article in HTML Format.
HTML Format