Encouraging critical thinking and meaningful engagement in asynchronous discussion forums

Article


Byrne, F. 2022. Encouraging critical thinking and meaningful engagement in asynchronous discussion forums. Research in Teacher Education. 12 (1), pp. 6-11. https://doi.org/10.15123/uel.8xvyv
AuthorsByrne, F.
Abstract

The aim of this project was to explore pedagogical strategies used to encourage meaningful engagement in asynchronous discussion forums on a distance learning module in a London-based university. The methodology employed was an active inquiry which involved implementing pedagogical interventions into my own practice. Data collection methods included interviews, reflective learning journals, and gathering data analytics on participation in discussion forums. Findings suggest the interventions have improved students' collaboration, participation, critical thinking and meaningful engagement. Students reflected that the forums provided a supportive environment which enabled them to reflect, ask questions, share insights and grasp complex concepts.

JournalResearch in Teacher Education
Journal citation12 (1), pp. 6-11
ISSN2046-1240
2047-3818
Year2022
PublisherThe School of Education and Communities, University of East London
Publisher's version
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8xvyv
Web address (URL)https://uel.ac.uk/our-research/research-school-education-communities/research-teacher-education-volume-12-no-1-may-2022
Publication dates
OnlineMay 2022
Publication process dates
Deposited21 May 2024
Copyright holder© 2022, The Author
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Research in Teacher Education: Volume 12, No. 1, May 2022
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