Investigating Learner Perceptions and Entry Properties of Nonposting Activity in Collaborative Online Courses

• In Event: Online Teaching and Learning SIG Paper Session 1

Abstract

Our recent research studies on non-posting activities in online courses suggest revisiting is an important activity supporting learning. The current study tests the robustness of those promising findings using additional quantitative data and microanalytic examinations of embedded multiple case studies (Yin, 2014), and examination of the highly revisited entry characteristics within each case. Our findings illustrate the value of using this analysis approach for a more nuanced understanding of the different roles re-reading plays in the learning of individual participants. This research informs what motivates different online behavior patterns and the value of non-posting behaviors to student learning. Instructionally, these results may encourage valuing of different “paths” to online learning success beyond the criterion of written entries.

Authors

• Lesley Wilton, University of Toronto - OISE

• Clare M. Brett, University of Toronto