Volume Two - Academic Conferences

Rowena Santiago et al.
the original assignment was to include section headings and/or text boldface to improve
readability and to break the continuous text format.
6.2.4 Implementation
The assignment was implemented during the 5 th week of class (out of 11 weeks in a quarter system).
The class, which consisted of 11 students, had three weeks to complete the assignment and post
their Level I and II responses to the online group discussion. For the student survey and data
collection, student were given a two-week period (Weeks 8 and 9 of the quarter), plus another week
for reminding those who had not completed the survey to do so. Data analysis was done after finals
week and after grades were submitted.
6.2.5 Survey results
The survey had 15 questions and was administered right after the online discussion assignment.
Students selected SA (Strongly Agree), A (Agree), N (Neutral), D (Disagree) or SD (Strongly
Disagree) for each survey item. See Table 1 for survey items and data summary.
Table 1: Survey Items and Data Summary (in percentages)
ITEM
1. The objectives of the assignment were clear to me.
SA A N D SD
2. The connection between the objectives of Assignment 5 (online
31% 50% 19% 0% 0%
discussion) and the course objectives was clear to me.
3. I was clear on what I was going to learn from the online
discussion (critiquing my peers’ work and providing Level II
53% 33% 13% 0% 0%
response). 44% 44% 13% 0% 0%
4. My role (both as reviewer and as responder) and the nature of
my participation in the online discussion were clearly explained.
38% 31% 25% 6% 0%
5. The frequency and length of responses required were
appropriate and reasonable. 53% 27% 20% 0% 0%
6. The rubric clearly described how I would be evaluated in the
online discussion. 56% 25% 19% 0% 0%
7. The online discussion was conducted in a very collegial,
respectful and polite manner. 31% 19% 25% 19% 6%
8. The quality of my responses was better during online discussion
than in-class discussions (if the assignment would have been
conducted in class). 38% 44% 19% 0% 0%
9. I did more high-level learning (analysis and synthesis, reflective
thinking, critiquing, critical thinking, etc.) in the assignment as a
result of this online discussion activity. 27% 33% 33% 7% 0%
10. The online discussion gave me more opportunity to think and
ponder about my responses. 31% 50% 19% 0% 0%
11. I learned a lot from the responses given by my classmates
during the online discussion. 31% 56% 13% 0% 0%
12. My peers’ feedback helped me to produce a better project. 38% 31% 25% 6% 0%
13. I enjoyed participating in this online discussion. 38% 38% 25% 0% 0%
14. Given the opportunity, I will participate again in online group
discussions in future classes. 44% 38% 19% 0% 0%
15. If I would teach an online course, I would use online discussion
in my class. 31% 50% 19% 0% 0%
Eighty percent of the students selected “Strongly Agree” or “Agree” when responding to ten (Items 1,
2, 3, 5, 6, 8, 10, 11, 14, and 15) out of the 15 questions in the survey. Students indicated that (1) the
objectives of the assignment, (2) the connection between the objectives of the assignment and the
course objectives, (3) the evaluation (rubric), and (4) instructions on conducting the assignment, were
very clear. They also indicated that: the frequency and length of responses required for the
assignment were appropriate and reasonable; the quality of their responses was better during online
discussion than in-class discussions (if the assignment would have been conducted in class); the
online discussion gave them more opportunity to think and ponder about their responses. They felt
that they learned a lot from their peers, and given the opportunity, they will participate again in online
group discussions in future classes. They also would use online discussion in their classes if they
were to teach an online course.
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