DIGITAL #POWER-UPS

TRAVIS THURSTON

Scaffolds and Hashtags for Deeper-Learning in Online Discussions

ONLINE DISCUSSIONS

“regular and substantive interactions between students, and between faculty and students”

-Higher Education Act of 1965

ONLINE DISCUSSIONS

Constraints

  • lower-level responses
  • limited co-construction of knowledge
  • burying pertinent discussion posts

BLOOM'S TAXONOMY

CONCEPTUAL FRAMEWORK

Connectivism

Autonomy-Supportive Learning Environment (5 Stage Model)

Digital Power-ups

DIGITAL #POWER-UPS

"choice and voice" (Gustafson, 2014)

 

  • higher-order thinking
  • autonomy-support
  • engagement

RESEARCH QUESTIONS

  • How do students describe the way digital power-ups were used in online discussions?
  • How do students explain the use of digital power-ups impacting approach to learning?
  • Did digital power-ups facilitate discussions moving to higher-order levels of Bloom's?

METHODS

CASE STUDY APPROACH

  • illustrate a unique case
    • educational setting (online graduate course)
    • bound by time and place (Sp17, Canvas)
  • purposeful sampling
    • 14 students (7 male, 7 female)
  • positionality
    • instructional designer, instructor

METHODS

DATA COLLECTION & ANALYSIS

  • historic data
    • Sp17 semester
    • midterm survey
    • student response in 11 discussions
  • coding
    • themes and content
    • Bloom's taxonomy

QUESTIONS

DIGITAL #POWER-UPS

By Travis Thurston

DIGITAL #POWER-UPS

Scaffolds and Hashtags for Deeper-Learning in Online Discussions

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