Abstract

This study investigates how students perceive prompts for online discussions and what kinds of
discussion prompts tend to engage students the most. A self-developed survey will be
administered later in the Fall semester to students in three graduate level courses. Both
descriptive statistics and an independent t sample test will be conducted to analyze the results of
the study. The findings will inform online course instructors in preparing discussion prompts that
elicit the most meaningful, high level discussions from the students.

Citation
Yao, Y. (2013). Student Perceptions of Online Discussion Prompts. In R. McBride & M. Searson
(Eds.), Proceedings of Society for Information Technology & Teacher Education International
Conference 2013 (pp. 1147-1154). Chesapeake, VA: Association for the Advancement of
Computing in Education (AACE).

Abstract
Using a free social network analysis tool such as SNAPP (which works within most learning
management systems), online instructors can see how frequently students are participating and
interacting with each other (and with the instructor) in online discussions. SNAPP creates easy to
interpret graphics of discussion board interactions. Finding patterns in the graphics allows
instructors to determine the relative strength of a learning community and see the activity of each
participant. The data collected may be used to work with students, helping them to become more
active members and participants in online classes and learning communities. The data may also
be used to help instructors reevaluate prompts and questions for discussion to potentially
increase collaboration and conversation in online classes and communities.

Citation
Patterson, S. (2013). Increasing Conversation and Question in Online Courses and
Communities. In R. McBride & M. Searson (Eds.),Proceedings of Society for Information
Technology & Teacher Education International Conference 2013 (p. 906). Chesapeake, VA:
Association for the Advancement of Computing in Education (AACE).

Abstract
This study examined how web-based integration and procedure question prompts differentially
affected students' knowledge acquisition and ill-structured problem solving skills, particularly in
representing problem(s), developing solutions, and monitoring and evaluating a plan of action
within the social science context. Eighty-four undergraduate pre-service teachers were recruited
and randomly assigned to one of the four conditions: (1) an IP condition that required students to

complete integration prompts, (2) a PP condition that required students to complete procedure
prompts, (3) an IPP condition that required students to complete both integration and procedure
prompts, or (4) a control condition that did not provide access to any prompts. The findings show
that students who received integration prompts outperformed those who did not receive any in
knowledge acquisition and problem representation for solving an ill-structured problem.
Integration prompts also helped the development and integration of cognitive schema, whereas
procedure prompts helped direct students' attention to specific features of the problem in order to
arrive at the solution(s). In fact, the presence of an integration prompt alone is not sufficient to
support successful ill-structured problem solving unless a procedure prompt is provided. Based
on these findings, this study offers implications for designing Web-based learning environments,
engineered to promote integrative knowledge and ill-structured problem solving skills. (Contains 3
tables and 1 figure.)

Citation
Chen, C.H. (2010). Promoting College Students' Knowledge Acquisition and Ill-Structured
Problem Solving: Web-Based Integration and Procedure Prompts. Computers & Education,
55(1), 292-303.

Abstract
A grounded theory approach was employed to explore the variation in strategies used by
students when solving mental multiplication problems. Metacognitive prompts, externally
generated stimuli that activate thoughtful cognition, were automatically generated via computer
during the solving of mental multiplication problems to elicit awareness, understanding, and
reflection of problem-solving strategies. Students responses to the prompts were analyzed and
indicated students envisioned, evaluated, and tested various strategies when solving
mathematics problems. Qualitative analysis was used to develop a metacognitive prompting
model of problem solving consisting of conceptual, procedural, and behavioral-based strategies.
Our findings suggested that the judicious use of metacognitive prompting may be a catalyst to
help encourage students to use reflective cognition. Implications for instruction, limitations, and
suggestions for the use of metacognitive prompting are discussed.

Citation
Hoffman, B. & Spatariu, A. (2011). Metacognitive Prompts and Mental Multiplication: Analyzing
Strategies with a Qualitative Lens.Journal of Interactive Learning Research, 22(4), 607-635.
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract
This study is a qualitative, interpretive study examining the content of written blogging postings of
a class of students who were enrolled in a pre-service course focusing on elementary literacy
methods and practice. Data was examined through constant-comparative method and discourse
analysis to look for larger trends and themes across the written data. The study was situated

within a broader conceptual framework of the community of inquiry model developed by

Garrison, Anderson, and Archer (2000). Five weeks of written blog post data suggests themes for
the ways that students interacted cognitively and socially in terms of their understanding and
synthesizing of the course content as it related to the topic of phonics. Additionally, students
offered constructive suggestions on video-based learning and how it would best meet their needs
as future teachers.

Citation
Semingson, P. & White, K. (2012). Developing Pre-Service Teachers Knowledge about Phonics
via Video-Based Modules and Discussion Prompts. In P. Resta (Ed.), Proceedings of Society for
Information Technology & Teacher Education International Conference 2012 (pp. 2092-2097).
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract
This study investigated the effectiveness and impacts of process prompts on students learning
and computer self-efficacy within the technology-enabled project-based learning (PBL) context in
an undergraduate educational technology course. If the aim is to prepare prospective teachers to
effectively, efficiently, and engagingly use technologies in changing professional circumstances, it
is important to provide learning tasks that are not only authentic and meaningful, but also
strengthen computer self-efficacy. Technology-enabled PBL with the assistance of process
prompts was used to elicit prospective teachers perceptions of their learning experiences in past
courses in the program to help them integrate knowledge acquired prior to solving instructional
problems and to assist them in self-assessing their own knowledge. Thirty-five prospective
teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course
worked collaboratively for a duration of four months in groups of five to complete a project.
Collected data included surveys, interviews, final projects, and reflections. Students interviews
and reflections revealed that process prompts were important in facilitating problem-solving
efforts; they support metacognitive thinking, and facilitate the construction of knowledge in
technology-enabled PBL. The surveys showed significant gains on students computer selfefficacy after the completion of technology-enabled PBL. The findings contribute to the field of
technology education through PBL and provide a point of reference for other teachers who want
to implement PBL in their curricula. The implications of the approach for the use of technologyenabled PBL for teacher education are discussed.

Citation
Chen, C.H. & Chan, L.H. (2011). Effectiveness and impact of technology-enabled project-based
learning with the use of process prompts in teacher education. Journal of Technology and
Teacher Education, 19(2), 141-167. Chesapeake, VA: Society for Information Technology &
Teacher Education.

Abstract

Both paper- and display-based reading are often incorporated into the same lessons. However,
few studies have examined the influence of prompts (boldface, lining, marking, etc.) on students
ability to learn on paper-based and display-based learning of vocational aptitude knowledge. This
study examined the effect of prompts on the understanding of declarative knowledge of
technological materials and procedural knowledge of the subject material for two groups of
students, twelfth grade and university students, and compared the results statistically. Three
experiments were conducted to measure how well students learn when they read text with
prompts or are asked to add prompts themselves. The results reveal that, in paper-based
learning, prompts influence learners understanding of the content materials to some extent,
particularly in the case of twelfth grade students. However, in display-based learning, adding
prompts using a mouse requires too much mental energy and, therefore, has a negative effect on
learning on both twelfth graders and university students.

Citation
Yamaguchi, H. & Yamaguchi, Y. (2013). A Comparative Study of Cognitive Effectiveness of
Prompts on Paper-based and Display-based Learning of Vocational Aptitude Test Knowledge by
Age (Twelfth Graders and University Students). In R. McBride & M. Searson (Eds.), Proceedings
of Society for Information Technology & Teacher Education International Conference 2013 (pp.
3450-3456). Chesapeake, VA: Association for the Advancement of Computing in Education
(AACE).

Abstract
Purpose: The purpose of this paper is to explore the impact of question prompts on student
learning in relation to their learning styles. The context of the study is technology-enhanced
learning in an ill-structured domain. Design/methodology/approach: The study conditions were
the same for all the students in the four learning style groups. Student learning style was the
independent variable, while students' attitudes and task performance were the dependent
variables of the study. Pre-test treatment post-test method was used. Students studied in a webbased learning environment during treatment. Findings: The integration of question prompts as
student supporting tool in technology-enhanced learning environments might not improve
learning for all students alike independent of their learning styles. Research
limitations/implications: Small uneven groups because the researcher has no control over the
student distribution across the different learning style profiles. Practical implications: The
suggestion for designers is to consider combining prompting with other scaffolding methods, in
order to effectively support all students independent of their learning styles. Originality/value: The
paper combines learning in ill-structured domains through cases and a scaffolding method based
on question prompts focusing on contextual elements. The results of the study inform the
designers of TELEs that although prompting can be generally helpful, parameters such as the
students' learning style are able to limit the cognitive benefit emerging from the prompting
intervention. (Contains 2 tables.)

Citation

Papadopoulos, P.M., Demetriadis, S.N., Stamelos, I.G. & Tsoukalas, I.A. (2010). The Effect of
Prompting to Students with Different Learning Styles. Multicultural Education & Technology
Journal, 4(3), 198-213.

Abstract
As online education continues to expand, colleges are demanding faculty to keep up with the
pace and add new online classes. Oftentimes, online instructors rush the course creation
process by focusing more on the course content than creating a sense of human presence in the
virtual online community of learners. It was theorized that by simply placing content on a website
and expecting students to learn without guided facilitation of reflective practice activities was not
the most effective way to invoke critical thinking skills in students. The research question was "Is
there a statistically significant difference between students' perceptions regarding the perceived
levels of online teaching presence for an instructor who assigns reflective practice activities (leadin prompts) and an instructor who does not assign reflective practice activities?" The study was a
correlational study conducted at a small Northern California community college. Five sections of
online courses received the intervention of a reflective lead-in prompt activity within the public
discussion area of Blackboard, and four control- group sections did not. The study specifically
investigated the students' perceived levels of online teaching presence after being asked to
reflect upon their learning during the course. The study helped to bridge the gap in knowledge
regarding college students' perceptions about an online instructor that used reflective practice
activities in online courses and a relationship to an online instructor's teaching presence. It was
confirmed that students in the online classes where there were reflective practice activities, the
perceived levels of an online instructor's teaching presence was statistically significantly higher
compared to students in the classes where there were no reflective activities.

Citation
Hall, J.P. Is my instructor there for me? A study of reflective practice and student perceptions of
online teaching presence. Ph.D. thesis, Capella University

Abstract
Question-Posing and Peer-Assessment (QPPA) environment is a kind of CSCL (Computer
Supported Collaborative Learning) and has shown many remarkable results. However, the
researchers of existing QPPA studies tend to build their own system that is often closed to the
public. In order to enhance the versatility of QPPA, we built a QPPA environment based on
Moodle, which is well-known as an open-source LMS (Learning Management System) widely.
The environment is constructed within default functions of Moodle only. Moreover, importing
relevant plug-in we realized the accessibility from smartphones like Apple iPhone or Android
phone to our environment. We evaluated the mobile usability of our environment using
questionnaire and got favorable results.

Citation

Yamagishi, Y. & Miyakubo, T. (2012). Mobile-ready Question-Posing and Peer-Assessment

Environment based on Moodle. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn:
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
2012 (pp. 2082-2087). Chesapeake, VA: Association for the Advancement of Computing in
Education (AACE).

Abstract
A unique method was devised integrating online postclass questions, clickers, a tablet, and active
learning strategies in each class. This successful method connected in- and out-of-class learning,
provided prompt, regular, and relevant feedback to students and to the instructor, encouraged
students to spend time on task, and enabled class time to be focused on topics that students
found particularly challenging. The effects on student learning and experience in large organic
chemistry courses, as determined from students' assignment, midterm, and exam scores as well
as student surveys, is discussed. The results of four years of data identified statistically
significant improvements in students' scores at the question level in classes that used the
postclass question method as compared to classes that did not. (Contains 5 tables and 10
figures.)

Citation
Flynn, A.B. (2012). Development of an Online, Postclass Question Method and Its Integration
with Teaching Strategies. Journal of Chemical Education, 89(4), 456-464.

Abstract
This study investigates the effect that frequency of instructor participation has on student
participation in online discussions and on student performance in online classes. Discussion
participations and performances of seven students enrolled in an e-commerce programming
course during 2010-Spring semester are compared to the participation level and performances of
13 students enrolled in the same course during 2010-Fall semester. In the former course, the
instructor participated in the required discussion only after the discussion period is over; however,
on the latter course, the instructor participated in the discussion as often as possible. The results
showed that students participate equally in terms of the posting rate to the discussions
regardless of the frequency of instructor participation, and in terms of student performance.

Citation
Arslanyilmaz, A. & Moore, T. (2012). Effects of instructor participation on the level of student
participation and performance in an online course. In P. Resta (Ed.), Proceedings of Society for
Information Technology & Teacher Education International Conference 2012 (pp. 88-94).
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract

This study explored the types, frequencies and quality of student questioning based on three
kinds of question-stems (detailed-stem, simple-stem, and no-stem). A questioning-supported
thinking and learning system (QSTLS) was developed to scaffold stem-based student
questioning. One hundred fifth-grade students participated in this study. Students were assigned
to three groups: a detailed-stem group, simple-stem group, and no-stem group. Results show
that the detailed-stem groups used more types (11) of questions, asked a greater number of
questions (472) and asked questions of higher quality than both the simple-stem group and the
no-stem group. The conclusion of the study is that online questioning is a useful learning
strategy, and more specifically that detailed question-stems in particular help students to develop
their questioning skills. This study also shows that with the assistance of question-stems, the
QSTLS system can provide a student-centered and active learning environment for elementary
pupils. (Contains 8 tables and 2 figures.)

Citation
Hu, H.W. & Chiou, G.F. (2012). The Types, Frequency and Quality of Elementary Pupils'
Questions in an Online Environment. Turkish Online Journal of Educational Technology - TOJET,
11(4), 325-335.