Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15486
Title: 
Comparing face to face, tutor led discussion and online discussion in the classroom
Authors: 
Issue Date: 
2007
Citation: 
Ng, C. S. L., & Cheung, W. S. (2007). Comparing face to face, tutor led discussion and online discussion in the classroom. Australasian Journal of Educational Technology, 23(4), 455-469.
Abstract: 
This study explores the relative effectiveness of in class online discussion and face to face, tutor
led discussion in preservice teachers' recall of concepts. Two groups of preservice teachers, who
engaged in different discussion modes, were tested two weeks later on how many concepts they
could recall. No significant difference in the recall score was found between the two groups, but
the group involved with the in-class discussions using a threaded discussion tool achieved a
slightly higher mean score in the recall of multimedia design concepts. The online group
completed a survey questionnaire on their perception of their use of online discussion. The
majority perceived that they learned more online. The preservice teachers also indicated the
mode of discussions that they preferred and the reasons for their choice. Half preferred to
participate in in-class online discussions, rather than face to face, tutor led discussion, during
class time. The findings suggested that educators and learners may choose either in-class online
discussion or face to face, tutor led discussion without fear of significant disadvantages to
learning.
URI: 
ISSN: 
1449-5554
Other Identifiers: 
10.14742/ajet.1246
Website: 
Appears in Collections:Journal Articles

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