Incorporating Brookfield’s discussion techniques into asynchronous online courses
Armstrong, A., & Thornton, N. (2012). Incorporating Brookfield’s discussion techniques into asynchronous online courses. The Quarterly Review of Distance Education 13(1), 1-9.
Abstract: For academics who administer, design, and develop courses for online graduate programs, emphasis is placed on creating student-centered experiences that are grounded in scholarly learning and instructional theory using state of the art technology. This study sought to identify discussion strategies that would enhance the student learning experience when integrating a synchronous component into an asynchronous online course for graduate students.
Key words: Discussion; Brookfield; Communities of Inquiry; Blended instruction; Synchronous instruction
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