Faculty Perspectives of Developmental Sophistication in Online Discussions
Abstract
Some researchers (for instance, Berg, 2002) have criticized online courses for lacking pedagogical sophistication. The purpose of the authors’ research was to develop a model for a pedagogical framework involving threaded discussion utilizing Bloom’s Taxonomy. Furthermore, an initial investigation was performed from faculty perspectives along five major variables (personal information, purpose and goals, netiquette guidelines, participation management, and facilitation) pertaining to online discussion within the model. Survey data were analyzed from 122 faculty with experience in approximately 4,000 traditional and online courses. Results not only indicated vigorous approaches to pedagogical sophistication but also established the groundwork for further study utilizing Bloom as a basis for examining approaches to course design, teaching, and learning.
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