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

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

BLOOM'S TAXONOMY

CONCEPTUAL FRAMEWORK

DIGITAL #POWER-UPS

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