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The increasingly prevalent use of online- or blended-learning in schools and universities has resulted in the asynchronous online discussion forum becoming a  common means of facilitating dialogue between instructors and students, as well as between students and students, beyond the boundaries of the physical classroom.     This book provides a comprehensive review of previous research studies in order to identify the prevalent factors leading to limited student contribution in online discussion forums.   To set the research in context, nine exploratory case studies are presented and procedures to implement the solutions provided.  This book is distinctive and results-focused, unlike others tackling this topic. Using empirically-based methodologies, the book clearly and succinctly provides up-to-date infomration on a previosuly under-represented area of research. For once, the focus is squarely on student/peer facilitation rather than teacher facilitated or heavily text based discussion.

Education -- Electronic discussion groups. --- Education. --- Educational technology. --- Internet in education. --- Education --- Internet in education --- Educational technology --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Electronic discussion groups --- Electronic discussion groups. --- Discussion groups, Electronic --- Discussion lists, Electronic --- E-lists (Electronic discussion groups) --- E-mail discussion groups --- Electronic discussion lists --- Electronic forums --- Electronic news groups --- Electronic newsgroups --- Internet discussion groups --- Internet forums --- Internet news groups --- Internet newsgroups --- Lists, Electronic discussion --- LISTSERV lists (Electronic discussion groups) --- News groups, Electronic --- Newsgroups, Electronic --- Online discussion groups --- Online forums --- Online news groups --- Online newsgroups --- Usenet news groups --- Usenet newsgroups --- Internet (Computer network) in education --- User interfaces (Computer systems). --- Educational Technology. --- User Interfaces and Human Computer Interaction. --- Learning & Instruction. --- Forums (Discussion and debate) --- Computer bulletin boards --- Online chat groups --- Computer science. --- Informatics --- Science --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Learning. --- Instruction. --- Learning process --- Comprehension --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Aids and devices

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This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences.

Teaching --- Computer assisted instruction --- Audiovisual methods --- Didactics --- onderwijstechnologie --- STEM (Science Technology Engineering Mathematics) --- STEAM (Science Technology Engineering Arts Mathematics) --- didactiek --- onderwijs --- computerondersteund onderwijs --- evidence-based methodiek