Asynchronous online discussions
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The document presents a model for implementing asynchronous online discussions in secondary schools that was evaluated through a research study. The study aimed to critically evaluate and further develop the model by assessing its pedagogical relevance, effectiveness in enabling teachers to design discussions, and impact on supporting student learning. Feedback was gathered from teachers and students during a pilot implementation and the model was refined before a full research version was tested during the fall semester. The model focuses on establishing foundations like training and access, teaching design with roles and assessment, and facilitating interaction through discussion techniques.
Asynchronous online discussions
- 1. Asynchronous Online Discussions A Model for Implementation for Secondary Schools
- 2. Title An investigation into the effectiveness of a holistic model for implementing asynchronous online discussion in secondary schools.
- 3. Research Questions Main Research Question: To critically evaluate and further develop a new model for Asynchronous Online Discussions in Secondary Schools. Sub Research Questions : How pedagogically relevant and applicable are existing models/ frameworks for Asynchronous Online Discussions in Secondary Schools? How effective was the holistic model developed from a critical review of existing models and frameworks in enabling staff to design, prepare, and facilitate AOD's? How effective in supporting and enhancing student learning were the discussion activities designed and implemented on the basis of the proposed model? What enhancements should be made to the model on the basis of staff and student evaluation data and critical reflection upon existing research?
- 4. Process Stage 1 – Pilot Present Model Design Online Discussion Feedback from Staff and Students JUNE/JULY Stage 2 – Full Research Version SEPT/ OCT
- 5. The Model
- 6. Zone 1 – The Foundations Medium term for organisations and short term for small groups/ classes. Training for teachers Technical access both in school and at home Digital Literacy
- 7. Zone 2 – Teaching Design Lead organiser sets out the context and content of the task Planning Design Role Definition Delivery Assessment
- 8. Zone 3 – Interaction and Facilitation In the inner zone the actual online discourse taking place as a result of continuous interaction. Playing Roles Facilitation techniques are practical, for example, asking open questions, asking for opinions etc.
- 9. Increasing Benefits The model also illustrates how planning and preparation over a longer period of time can maximise the benefits from the online discussion.