The impact of different instructional facilitation approaches on students' participation during an online discussion
Abstract: Asynchronous discussion is an integral part of both blended and online learning. To effectively accommodate, support, and promote the knowledge production process, instructors should select appropriate learning models and strategies. This study explores the specific facilitation approaches that may elicit students’ participation in an online asynchronous discussion, as part of an undergraduate course for preservice teachers.
Presider: Lucy Barnard-Brak, Baylor University