Department of Teaching, Learning and Teacher Education
Date of this Version
Spring 2004
Citation
Roeper Review 26:3 (Spring 2004), pp. 166–171.
doi: 10.1080/02783190409554262
Abstract
More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face-to-face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time-constrained interactions in a face-to-face course. Researchers evaluated students’ thinking levels (as per Bloom’s Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research-developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.
Included in
Curriculum and Instruction Commons, Gifted Education Commons, Online and Distance Education Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2004 Routledge/Taylor & Francis. Used by permission.