Online Discussion Forums in Blended Learning: Is the Task Level Important?

• In Event: Roundtable Session 80
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 3: Issues in Technology, Instruction, Cognition, and Learning

Abstract

This paper presents a longitudinal study, across three semesters following 19 preservice teachers registered in three blended courses, at a university in Hawaii. A total of 912 forum postings (reflections and comments) were analyzed and scored. Results show that teaching Bloom’s taxonomy as an instructional tool in a blended course, and using it as a rubric to score online postings, improved students’ performance in online discussions. Results are presented by semester and type of posting (reflections vs. comments). Lessons learned and educational implications are presented.

Authors

• Jonathan L. Schwartz, University of Hawaii - West Oahu

• Zsuzsanna R. Szabo, Marist College