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Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives

Paul Peachey, Amanda Jones, Paul Jones Orcid Logo

The Electronic Journal of e-Learning, Volume: 4, Issue: 1, Pages: 67 - 79

Swansea University Author: Paul Jones Orcid Logo

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Abstract

This paper presents an empirical study involving initiatives that encouraged students to log onto online courses in entrepreneurship delivered by the University of Glamorgan. The aim of the research was to explore items of interest to the online students that may increase participation in the forums...

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Published in: The Electronic Journal of e-Learning
ISSN: 1479-4403
Published: Academic Conferences and Publishing International Limited 2006
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URI: https://cronfa.swan.ac.uk/Record/cronfa44673
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spelling 2018-10-02T09:46:40.3152491 v2 44673 2018-10-02 Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2018-10-02 BBU This paper presents an empirical study involving initiatives that encouraged students to log onto online courses in entrepreneurship delivered by the University of Glamorgan. The aim of the research was to explore items of interest to the online students that may increase participation in the forums and hence potentially enhanced engagement with the course module. The online tutor created additional forums within the discussion board of the virtual learning environment (VLE) that included a variety of online games and quizzes that were relative to the module topic. The rationale that underpinned this initiative was to reduce the possible blandness of the VLE as perceived by some students. The games and quizzes were carefully designed to enhance knowledge in the subject and thereby provided additional learning opportunities. The initiative was also thought to assist in the formation of an online learning community. The study involved experimentation by the online tutor with subsequent observation of the behavioural patterns of the students. In one module, the dedicated social and games forums attracted 54% of the total postings for the module. The findings suggest that including online quizzes and games that are relevant to the taught subject can increase the participation levels of the students and possibly enhance the learning process. The findings of this study may inform the design, development and delivery of online learning programmes. The findings also inform strategies of good practice in online moderation and may help to reduce withdrawal rates, which are typically high in the field of elearning (Potashnik and Capper, 1998). Journal Article The Electronic Journal of e-Learning 4 1 67 79 Academic Conferences and Publishing International Limited 1479-4403 Virtual learning environment, Fun, Discussion forum, Participation, Games 31 12 2006 2006-12-31 http://issuu.com/academic-conferences.org/docs/ejel-volume4-issue1-article15?mode=a_p COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2018-10-02T09:46:40.3152491 2018-10-02T09:45:47.4700535 Faculty of Humanities and Social Sciences School of Management - Business Management Paul Peachey 1 Amanda Jones 2 Paul Jones 0000-0003-0417-9143 3
title Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
spellingShingle Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
Paul Jones
title_short Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
title_full Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
title_fullStr Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
title_full_unstemmed Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
title_sort Encouraging Student Participation in an On-line Course Using ‘Pull’ Initiatives
author_id_str_mv 21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Paul Jones
author2 Paul Peachey
Amanda Jones
Paul Jones
format Journal article
container_title The Electronic Journal of e-Learning
container_volume 4
container_issue 1
container_start_page 67
publishDate 2006
institution Swansea University
issn 1479-4403
publisher Academic Conferences and Publishing International Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url http://issuu.com/academic-conferences.org/docs/ejel-volume4-issue1-article15?mode=a_p
document_store_str 0
active_str 0
description This paper presents an empirical study involving initiatives that encouraged students to log onto online courses in entrepreneurship delivered by the University of Glamorgan. The aim of the research was to explore items of interest to the online students that may increase participation in the forums and hence potentially enhanced engagement with the course module. The online tutor created additional forums within the discussion board of the virtual learning environment (VLE) that included a variety of online games and quizzes that were relative to the module topic. The rationale that underpinned this initiative was to reduce the possible blandness of the VLE as perceived by some students. The games and quizzes were carefully designed to enhance knowledge in the subject and thereby provided additional learning opportunities. The initiative was also thought to assist in the formation of an online learning community. The study involved experimentation by the online tutor with subsequent observation of the behavioural patterns of the students. In one module, the dedicated social and games forums attracted 54% of the total postings for the module. The findings suggest that including online quizzes and games that are relevant to the taught subject can increase the participation levels of the students and possibly enhance the learning process. The findings of this study may inform the design, development and delivery of online learning programmes. The findings also inform strategies of good practice in online moderation and may help to reduce withdrawal rates, which are typically high in the field of elearning (Potashnik and Capper, 1998).
published_date 2006-12-31T03:56:00Z
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score 11.013148

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