Distraction, Domination, and Disconnection in Whole-Class Online Discussions

abstract

• Online courses continue to gain popularity at colleges and universities, with a primary tool for demonstrating critical thinking and interaction being the discussion forum. Instructors and students of online courses are faced with the dilemma of sifting through potentially hundreds of postings when all students are placed within a forum. The purpose of this study was to determine the level of critical thinking and interaction present during whole class discussion compared with smaller virtual learning communities based on the Newman, Webb, and Cochrane (1996) indicators. A content analysis of discussion threads revealed that critical thinking was present, although unique communication patterns did emerge.

authors

• Dooley, Kim

published proceedings

• Quarterly Review of Distance Education

author list (cited authors)

• Dooley, K. E., & Wickersham, L. E.

complete list of authors

• Dooley, Kim E||Wickersham, LE

publication date

• January 2007

published in

• Quarterly Review of Distance Education  Journal

keywords

• CONTENT ANALYSIS
• Computer Mediated Communication
• Computer Uses In Education
• Critical Thinking
• Discussion (teaching Technique)
• Educational Technology
• Graduate Students
• Group Discussion
• Interaction
• Large Group Instruction
• Online Courses
• Small Group Instruction
• Thinking Skills

start page

• 1

end page

• 8

volume

• 8

issue

• 1