Nineteenth International Conference on Technology, Knowledge, and Society

Abstract

With the state of education changed during COVID 19, I evaluate the academic viability of an online collaboration using data collected during Spring 2021. 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.