The Effects of Interteach and Discussion Forums on Quiz Scores in an Online Asynchronous Course

Autor/in	Shaw, Sacha
Titel	The Effects of Interteach and Discussion Forums on Quiz Scores in an Online Asynchronous Course
Quelle	(2022), (70 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Endicott College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5712-2
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Computer Mediated Communication; Asynchronous Communication; Tests; Scores; Masters Programs; Graduate Students; Peer Teaching; Preferences; Online Courses + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Examination; Prüfung; Examen; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Peer group teaching; Peer Group Teaching; Online course; Online-Kurs
Abstract	The current study compared the effects of discussion forum and interteach activities on quiz performance in an asynchronous master's level course using an alternating treatments design. The study included five participants. Participants engaged in interteaching in half of the weeks, and in the alternate weeks, they contacted the discussion forum instead. In general, participants scored higher on quizzes in the interteach condition than the discussion forum condition. Social validity scores reflected that participants favored interteach. Results indicated that compared to discussion forums, interteach is feasible, favorable, and efficacious in asynchronous courses. The author discusses implications for online asynchronous learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01