Welcome to the InfoSci Platform
Reference Hub4
Threaded Discussion: The Role It Plays in E-Learning

Threaded Discussion: The Role It Plays in E-Learning

Michele T. Cole, Louis B. Swartz, Daniel J. Shelley
Copyright: © 2020 |Volume: 16 |Issue: 1 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803478|DOI: 10.4018/IJICTE.2020010102
Cite Article Cite Article

MLA

Cole, Michele T., et al. "Threaded Discussion: The Role It Plays in E-Learning." IJICTE vol.16, no.1 2020: pp.16-29. http://doi.org/10.4018/IJICTE.2020010102

APA

Cole, M. T., Swartz, L. B., & Shelley, D. J. (2020). Threaded Discussion: The Role It Plays in E-Learning. International Journal of Information and Communication Technology Education (IJICTE), 16(1), 16-29. http://doi.org/10.4018/IJICTE.2020010102

Chicago

Cole, Michele T., Louis B. Swartz, and Daniel J. Shelley. "Threaded Discussion: The Role It Plays in E-Learning," International Journal of Information and Communication Technology Education (IJICTE) 16, no.1: 16-29. http://doi.org/10.4018/IJICTE.2020010102

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the value of threaded discussions in enhancing their ability to learn course material. Students were asked which types of threaded discussions they preferred; whether they found the threaded discussion to be a better tool for learning than a written assignment; and, which learning environment they felt was more conducive to learning, classroom or online. Results from the combined studies revealed some statistically significant differences based on enrollment status and gender. Upon comparing study results, researchers found statistically significant differences with regard to a preference for classroom versus online instruction and the usefulness of threaded discussions to learning.