Abstract
With the growth of courses, academic researchers have been evaluating the academic viability of these online offerings. Using data collected across an online collaboration with several U.S. university students 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. The collaboration is one that is certainly interdisciplinary and global.
Presenters
Anita ChadhaAssociate Professor of Political Science, University of Houston-Downtown, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Online Pedagogy, Digital Pedagogy, Education during COVID and Beyond, Multidisciplinary
