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Can video feedback help improve student performance in online discussion boards?

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TitleInfo
Title
Can video feedback help improve student performance in online discussion boards?
Name (type = personal)
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Obenchain
NamePart (type = given)
John
NamePart (type = date)
1967-
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John Obenchain
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RoleTerm (authority = RULIB)
author
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NamePart (type = family)
O'Donnell
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Angela
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Angela O'Donnell
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Advisory Committee
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chair
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Boling
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Erica
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Erica Boling
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Advisory Committee
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internal member
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Novak
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Richard
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Richard Novak
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Advisory Committee
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internal member
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Stoerger
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Sharon
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Sharon Stoerger
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Advisory Committee
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internal member
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Rutgers University
Role
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degree grantor
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NamePart
Graduate School of Education
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
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2017-10
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2017
Place
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xx
Language
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eng
Abstract (type = abstract)
Asynchronous online classes have not only enabled students to learn at a time and place of their convenience, they have also enabled academic institutions to reach more students than ever before. In exchange for such flexibility however, online students and instructors usually forgo the opportunity to meet face-to-face. As a consequence, asynchronous online classes can be inherently isolating. One possible remedy to this situation is engaging feedback provided by instructors. Indeed, some instructors have attempted to connect with their online students via video technology (Borup et al, 2014, 2015; Giffiths & Graham, 2010). Video strategies remain a relatively new alternative for online courses however, and several issues have yet to be fully addressed. The study presented in these pages sought to investigate if a video feedback strategy could be designed that would enable busy instructors to connect with their online students, and busy students to improve the academic quality of their contributions to online discussion board conversations. This was done by reviewing 3,046 posts, submitted by 116 students enrolled in 14 fully online courses. The review focused on both the educational quality of the posts, as well as the extent of threading within the discussion boards as a whole. Six of the fourteen online courses supplemented their discussion boards with a video feedback strategy, while the remaining eight did not. The results of this study suggest that the students who did receive video feedback from their instructors ended up contributing discussion posts that were higher in educational quality. These students also participated in a greater level of discussions threading than their peers who did not receive video feedback.
Subject (authority = RUETD)
Topic
Design of Learning Contexts
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8383
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (x, 130 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Distance education
Subject (authority = ETD-LCSH)
Topic
Web-based instruction
Note (type = statement of responsibility)
by John R. Obenchain Jr.
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3HH6P48
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Obenchain
GivenName
John
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-09-25 09:10:35
AssociatedEntity
Name
John Obenchain
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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2017-10-12T14:19:01
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2017-10-12T14:19:01
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