Title
Spillover Effects In Online Discussions: Assessing The Effectiveness Of Student Preceptors
Keywords
Discussions; online teaching; preceptor
Abstract
Studies evince that student-student interaction in discussion settings is beneficial. These positive outcomes can also be effectively recreated in the online environment. We offer a preliminary look at the efficacy of a conditioning intervention: the role of student preceptors in promoting student interaction and elevating discussion quality. Using data from 23 discussion groups in a large (279 students) online course, we measure qualitative indicators of discussion activity under two quasi-experimental conditions: preceptor-as-student and preceptor-as-graduate teaching assistant (GTA). In the control condition, no student preceptor was present. We find that high-quality postings made by a student preceptor indeed trigger higher-quality postings by other students. © 2014 Copyright Taylor and Francis Group, LLC.
Publication Date
2-28-2014
Publication Title
Journal of Information Technology and Politics
Volume
11
Issue
1
Number of Pages
15-24
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/19331681.2013.848178
Copyright Status
Unknown
Socpus ID
84894499511 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84894499511
STARS Citation
Wilson, Bruce M.; Pollock, Philip H.; and Hamann, Kerstin, "Spillover Effects In Online Discussions: Assessing The Effectiveness Of Student Preceptors" (2014). Scopus Export 2010-2014. 8572.
https://stars.library.ucf.edu/scopus2010/8572