"A community of opinion and debate": Postgraduate students' reactions to compulsory online discussions

Elizabeth A. Beckmann

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    Discussion-based learning is a crucial element in postgraduate professional development, particularly important in facilitating peer learning through the sharing of professional experiences. In courses with distance or blended delivery, educational technologies provide opportunities to encourage such peer learning. But do postgraduate students value asynchronous online discussions in the same way as they value the equivalent face-to-face experiences? Do educational technologies have a role to play in facilitating discussions even when students are meeting face to face? Is it helpful to make an online discussion compulsory? This chapter reports design-based research on student reactions to compulsory assessment tasks that involved a variety of asynchronous online discussion structures-from individual reflective journals to large group forums-in 14 Masters courses in development studies and museum studies at an Australian university. Using the students' own reflections on their learning experiences, this chapter considers the extent to which the use of technologies can enhance or impede the reflective and peer-responsive learning sought by the inclusion of discussions in the postgraduate education of professionals.

    Original languageEnglish
    Title of host publicationStudent Reactions to Learning with Technologies
    Subtitle of host publicationPerceptions and Outcomes
    PublisherIGI Global
    Pages69-90
    Number of pages22
    ISBN (Print)9781613501771
    DOIs
    Publication statusPublished - 2011

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