Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

With the growth of courses, academic researchers have been evaluating the viability of online offerings. Using data collected across a cross-country online collaboration (across the U.S. and Korea) discussing current and controversial issues in American politics, I assess whether students are “academic/reflectivity” in their discussions with each other. “Academic reflectivity” was computed as a compound variable measuring deliberative, reflective posts and responses, using class or text references, posing questions that furthered academic discussions and the length of the post suggesting thorough discussions. I statistically confirm that their discussions are academically reflective, without class differences or gender bias, and that these discussions are academically reflective across any type of question (theoretical or controversial) asked over the semesters. This study adds its significant findings about the growth of online discussions promoting and enhancing the experience of e-learners and collaborative endeavors.