Facilitating class discussions effectively is a critical yet challenging component of instruction, particularly in online environments where student and faculty interaction is limited. Our goals in this research were to identify facilitation strategies that encourage productive discussion, and to explore text mining techniques that can help discover meaningful patterns in the discussions more e...

A computerized system has been discussed. It assists group discussion done in a classroom in the way that, first, it presents a topic with the relevant choices, second, each student selects a choice and sends it to the server, third, the server determines the groups according to the choices and other information, forth, it sends to the students’ cell phone the group information with each choice...

The rise of the Massive Open Online Course (MOOC) has led to its application in Cartographic education. Students in these classes generate enormous amounts of text data in the form of discussion forum posts. Here we explore the topics and geographic references found in over 95,000 forum posts collected during the 2013 launch of Maps and the Geospatial Revolution, a MOOC taught on Coursera. Usin...

Discussion and writing are very powerful ways to support learning. This article describes the use of a free, asynchronous online forum to expand student-teacher discussions beyond the time/place constraints of the physical physiology classroom. The main participants were medical students enrolled in physiology class at the University of Zagreb Medical School and their teachers. The assessment d...

Kukolja Taradi, Sunčana, and Milan Taradi. Expanding the traditional physiology class with asynchronous online discussions and collaborative projects. Adv Physiol Educ 28: 73–78, 2004; 10.1152/advan.00017.2003.—Discussion and writing are very powerful ways to support learning. This article describes the use of a free, asynchronous online forum to expand student-teacher discussions beyond the ti...

Previous researchers have observed differences in the quantity of teacherpupil interactions experienced by pupils from different social backgrounds. However, there has been little attempt to explore the qualitative nature of such differences and their impact on pupil learning. In this paper I report on an ethnographic study undertaken in a Year 5 primary classroom in the UK focusing on pupil pa...

Learning by discussion when applied to on-line collaborative learning settings can provide signifi cant benefi ts for students in education in general. Indeed, the discussion process plays an important social task in collaborative learning practices. Participants can discuss about the activity being performed, collaborate with each other through the exchange of ideas that may arise, propose new...

Limited programed instruction, used in conjunction with non-programable materials, has proved very effective, despite the detailed approach and bulky book. Most students approved of it and most instructors felt it raised levels of class discussions.