Using Reflections and Questioning to Engage and Challenge Online Graduate Learners

ID: 51764 Type: Brief Paper
  1. Yuliang Liu, Southern Illinois University Edwardsville, United States

Tuesday, March 27 3:00-3:20 PM Location: Banneker View on map

Presider: Jeffrey Carpenter, Elon University, United States

Abstract: This paper aims to examine how the author used reflections and questioning as the major components of the Socratic method in teaching an online graduate class in instructional technology As in many online courses, the author employed the asynchronous online discussion where he was considered as the moderator and guide for the class Specifically, the instructional approach started with students’ initial written posts based on the assigned content and personal experience, as well as an extensive participation in written discussions every week This process included discipline specific questioning, creating a community where students reply to the instructor and students’ questions through modelling and facilitation, and promoting the instructor’s thinking-encouraging approach The results of student evaluation indicated that the use of reflections and questioning was very effective in engaging and challenging online graduate learners The results are consistent with other recent research and further indicated this instructional technique was effective for both traditional and online courses International implications across the discipline result from the study However, care should be taken when generalizing the results to other situations since this study was limited to one course

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