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Online Discussions- Quantity or Quality

#Twitter: 
#olc27733
Presenter(s)
Katrina Moskalik (Milwaukee School of Engineering, USA)
Session Information
October 16, 2015 - 9:30am
Track: 
Learning Effectiveness
Major Emphasis of Presentation: 
Research Study
Major Emphasis of Presentation: 
Theory/Conceptual Framework
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Information Session
Location: 
Asia 3
Session Duration: 
45 Minutes
Session: 
Concurrent Session 9
Abstract

Online discussions- Quantity or Quality. How do the two ideas correlate using Bloom's Taxonomy, a mixed method research study.

Extended Abstract

Many online discussions are graded by number of posts in a given time frame or against the question in a right and wrong capacity. This research looks further into the responses of online college students to analyze the number of total responses correlated to the quality of learning of the students. Some students will write numerous posts, but are they increasing their learning outcomes or merely increasing their quantity? Another common measurement of quantity is time spent in classrooms or discussion threads. When professors measure quality it is usually done in correct answer subjective rating. Bloom's Taxonomy of learning has 6 levels of learning from basic comprehension to creating new information. The original faculty question is qualitatively ranked as to the highest level of possible response from a student. The student responses are each then subjectively ranked on Bloom's taxonomy levels to identify levels of learning achieved in each post. The research used qualitative analysis to categorize the student online responses with a nominal coding system relating to Bloom's Taxonomy.
The coded responses are then correlated to the quantity of posts and time spent in discussion threads. The research was attempting to identify if there is any correlation between the quantities of the posts to the quality of posts. The time spent in classroom is also correlated to quality of student responses.
Is there any benefit to keeping online students in the classroom? Does active participation in online discussions create an advancement in learning outcomes standpoint? The research will answer these questions and give recommendations for increasing student learning. Research methods and results will be shared in the information session.

Lead Presenter

Dr. Trina Moskalik has over 19 of consulting experience with manufacturing, government, banking, and healthcare industries. Her areas of specialization are Organizational Leadership and Human Resources. She is a full-time faculty member at a Wisconsin private college focused on teaching and research. Her current courses include topics related to leadership, organizational behavior, management, human resources, and macroeconomics.

Notes: 

This presentation looks at the results of evaluating over 3,000 graduate student discussion posts looking to see if more posts equal more learning, more time in class is related to higher learning levels, and how students respond to discussion posts in general. Student posts were analyzed using Bloom's taxonomy to evaluate learning. The research looks to answer the guiding question- Does "more" equal "better" in online discussions. The results show many different themes and correlations.