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The discussion board is a facet of online education that continues to confound students, educators, and researchers alike. Currently, the majority of research insists that instructors should structure and control online discussions as well as evaluate such discussions. However, the existing literature has yet to compare the various strategies that

The discussion board is a facet of online education that continues to confound students, educators, and researchers alike. Currently, the majority of research insists that instructors should structure and control online discussions as well as evaluate such discussions. However, the existing literature has yet to compare the various strategies that instructors have identified and employed to facilitate discussion board participation. How should instructors communicate their expectations online? Should instructors create detailed instructions that outline and model exactly how students should participate, or should generalized instructions be communicated? An experiment was conducted in an online course for undergraduate students at Arizona State University. Three variations of instructional conditions were developed for use in the experiment: (1) detailed, (2) general, and (3) limited. The results of the experiment indentified a pedagogically valuable finding that should positively influence the design of future online courses that utilize discussion boards.
ContributorsButler, Nicholas Dale (Author) / Waldron, Vincent (Thesis advisor) / Kassing, Jeffrey (Committee member) / Wise, John (Committee member) / Arizona State University (Publisher)
Created2012
Description

While the scientific study of religion is not new, the topic has yet to be approached by Lifecycle Assessment (LCA). This work demonstrates a method for assessing the personal “cost” of “manufacturing” a mature religious adherent, or, a believer committed to a particular faith. By measuring such inputs as personal

While the scientific study of religion is not new, the topic has yet to be approached by Lifecycle Assessment (LCA). This work demonstrates a method for assessing the personal “cost” of “manufacturing” a mature religious adherent, or, a believer committed to a particular faith. By measuring such inputs as personal importance of faith, prayer, religious service attendance, religious experiences, and scripture reading, an assessment can be made of the quantity of such inputs required to engender enduring religious devotion. Ultimately, this study has demonstrated that the data typically collected in longitudinal surveys are insufficient to adequately support any firm quantitative conclusions, but the method proposed is sound and can be exploited when data becomes available.

Created2012-05