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Gisela Redeker University of Groningen

Stimulating undergraduate students’ involvement and interaction through electronic discussion assignments. Gisela Redeker University of Groningen. Overview. Electronic discussions as a supporting element in teaching Analysis of students’ e-discussions Content and style Interaction structure

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Gisela Redeker University of Groningen

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  1. Stimulating undergraduate students’ involvement and interaction through electronic discussion assignments Gisela Redeker University of Groningen

  2. Overview • Electronic discussions as a supporting element in teaching • Analysis of students’ e-discussions • Content and style • Interaction structure • Relation between participation and grades • Questionnaire study on e-discussions • Students’ opinions • Problems students encountered

  3. Electronic Discussions:Uses in undergraduate teaching • Stimulate interest and involvement • Enhance peer community • Stimulate collaborative learning • Promote internet skills

  4. Weekly ScheduleOrientation Course

  5. Discussion Topics • Discuss communication rules in different groups you belong to • Discuss the effects of non-verbal communication in a TV interview or discussion on the national elections • Berne’s transaction ‘games’ (discuss examples) • Describe foreigners’ and your own stereotypes of ‘the Dutch’ and your stereotype of one other nationality • The role of the media in the assassination of Pim Fortuyn • Discuss a TV commercial of your choice: how does it ‘work’? • Are e-discussions ‘mass communication’? Why (not)? • Is TV (still) sexist? Discuss (counter?)examples.

  6. Thread 7 Length (number of reactions) = 8 Max. depth = 6

  7. Thread 1 Length (number of reactions) = 14 Max. depth = 4

  8. Corpus of discussions • 110 students in eight groups of 8-19 students • Discussing eight topics • Mandatory: one initiative + one response • ca. 1,500 contributions • 719 initiatives • 327 threads (392 initiatives not replied to)

  9. Length of Threads

  10. Depth of Threads

  11. ‘Extra Contributions’ and Course Result

  12. Questionaire Study (Veldman 2002)

  13. E-discussions: Pros and Cons + Permanency + Independence of place + Independence of time + Self-paced (preparation time) – No non-verbal communication – No direct reactions

  14. Students’ opinions

  15. Problems Students Indicated

  16. Mandatory E-Discussions:Useful in undergraduate teaching? • Most students participate seriously, even without moderation or grading • Students do interact with each other • Many students like/enjoy e-discussions • Problems are often technical or due to inexperience (i.e., they will decrease)

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