Material Detail

Impact of Instructor Intervention on the Quality and Frequency of Student Discussion Posts in a Blended Classroom

Impact of Instructor Intervention on the Quality and Frequency of Student Discussion Posts in a Blended Classroom

This quasi-experimental study examined the impact of structured instructor postings on the participation and performance of student discussion groups in a blended classroom. Undergraduate students enrolled in an instructional technology course were assigned to either a treatment (instructor postings; n=97) or control group (no instructor postings; n=98) for three distinct discussion topics spanning a six-week period. A crossover design was used to control for timing and instructor biases. Resulting student posts from all three discussions were compared between the groups with respect to quality and frequency. Quality of student discussion posts was determined based on an assessment scoring rubric, while frequency was measured in terms of the number of student posts. Results indicated that... Show More

Quality

  • Peer Review
  • User Rating
  • Comments
  • Learning Exercises
  • Bookmark Collections
  • Course ePortfolios
  • Accessibility Info

More about this material

Comments

Log in to participate in the discussions or sign up if you are not already a MERLOT member.
hidden