Aderibigbe Semiyu Adejare
Department of Education and Institute of Leadership in Higher Education, University of Sharjah, Sharja, United Arab Emirates.
Heliyon. 2021 Mar 10;7(3):e06414. doi: 10.1016/j.heliyon.2021.e06414. eCollection 2021 Mar.
Studies suggest that online discussions complement teaching and students' learning. However, research also indicates that some tutors and students are uncertain about the value and quality of the learning process in online discussions. The debate and uncertainty necessitate more studies on students' learning quality and depth in online discussions. Therefore, this study aimed to explore how the quality of students' learning and posts are influenced by the deep learning approach in General Education classes through the online discussions. Data collection and analysis were done using both qualitative and quantitative strategies. For the qualitative part, students' posts were retrieved verbatim and mapped deductively with the deep and surface learning approaches, while the number of students' post were collected and analyzed descriptively. The findings indicate that most students' posts are of high quality and are grounded in the deep learning approach through their engagements in online discussions and a reflective assignment. The study concludes that online discussions can foster deep learning if instructors provide students with clear guidelines and reasonable time to engage with colleagues.
研究表明，在线讨论对教学和学生学习起到补充作用。然而，研究也表明，一些教师和学生对在线讨论中学习过程的价值和质量并不确定。这种争论和不确定性使得有必要对学生在在线讨论中的学习质量和深度进行更多研究。因此，本研究旨在探讨在通识教育课程中，深度学习方法如何通过在线讨论影响学生的学习质量和帖子。数据收集和分析采用了定性和定量策略。在定性部分，逐字检索学生的帖子，并根据深度学习和表面学习方法进行演绎映射，同时对学生帖子的数量进行收集和描述性分析。研究结果表明，大多数学生的帖子质量很高，并且通过参与在线讨论和一项反思性作业，以深度学习方法为基础。研究得出结论，如果教师为学生提供明确的指导方针和合理的时间与同事互动，在线讨论可以促进深度学习。
