Does Relevance Facilitate Participation in a Blended College Course?
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AbstractWhat can instructors do to enhance participation in online discussions? One strategy is to provide learners with well-crafted discussion prompts; especially those that make direct connections to course assignments. This session presents findings from a study that examines college students' attitudes regarding the relevance of online discussions, and how those perceptions relate to actual participation, satisfaction, and achievement. The session explores such issues as, What strategies can instructors use to increase relevance and facilitate student participation in online discussions that support a face-to-face course? How do discussion prompts that infer explicit connections to course assignments affect participation, achievement, and satisfaction with online discussions as compared to prompts without such direct connections? How do individual factors and management issues affect students' perceptions of relevance, participation, and satisfaction with online discussions?