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Online module forums: espoused, actual and improved

Project leader(s): 
Barbara Jones
Faculty: 
STEM
Status: 
Current

The aim of this project is to see if the T313/T317 forums currently promote/inhibit/have no effect on student learning/satisfaction by looking at forum responses from both students and ALs e.g. if ALs answer questions very quickly or if ALS leave time for peer response. In particular analysis of the forum responses to answer the following questions:

  • How many forums are there, and what is the participation in each?
  • What proportion of students are participating in forums and with what frequency
  • Are students participating in the appropriate forums ie are they discussing in the discussion forums, asking questions about TMAs in the TMA forums etc or are they jumping in on what they perceive to be an ‘active’ forum?
  • What percentage of messages from students are about module material and website errors?
  • What percentage of messages from students are related to tutorials (where it is, what can they attend, where are the slides, Adobe Connect not working etc)
  • Do students respond positively to multiple tutor participation?
  • Is there a difference between T313 and T317 which could be attributable to module points?
  • Is there a difference between T313 and T317 which could be attributable to module topic? (it will be difficult to prove this one way or the other and it would be ideal to look at T213 and T217 as well, but it is beyond the feasible scope and timescale of this project.)

The investigation could be extended to T213 and T217 which would allow comparison between them in the form of the following questions:

  • Do the forum expectations/requirements depend on topic (ie design/environment/engineering?
  • Do the forum expectations/requirements depend on level (i.e. 2 or 3)
  • What would help foster a learning community along a qualification pathway?

These are Research Questions which could be of interest/extended to other qualification pathways.

Jones, B. (2019) poster

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