Applying a Think-Pair-Share Structure to Asynchronous Online Discussions: A Quasi-Experimental Study

• In Event: Computer and Internet Applications in Education SIG Topics: Online and Digital Learning

Abstract

This study investigated the effects of a think-pair-share (TPS) structure on students’ online learning performances in asynchronous online discussions (AODs) of elearning. A quasi-experimental design was conducted to explore if the students participating in TPS AODs would interact with each more frequently, achieve a higher level of social presence, and attain a higher degree of cognitive engagement than the students participating in non-TPS AODs. The collected postings were analyzed through a set of content analysis procedures. The multiple inferential statistics showed that the TPS cohort significantly perform better on the cognitive engagement than the non-TPS cohort. No significant differences were detected on students’ interaction frequency and social presence. The findings and discussions have important implications for the design of AODs.

Authors

• Tianxiao Yang, Syracuse University
  Presenting Author

• Jing Lei, Syracuse University
  Non-Presenting Author