Spillover Effects in Online Discussions
Assessing the Effectiveness of Student Preceptors
Bibliographic Data
| ID | 12972245 |
|---|---|
| Authors | Bruce M Wilson (0000-0001-8448-8784), Philip H Pollock, Kerstin Hamann (0000-0002-2019-3511, Schlumberger (Ireland), corresponding author) |
| Year | 2013 |
| Volume | 11 |
| Issue | 1 |
| Pages | 15-24 |
| Publication date | 2013-10-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Information Technology & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1933-169X • E-ISSN: 1933-1681 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/19331681.2013.848178 |
| OpenAlex | W3125833212 |
| Language | EN |
| References cited | 27 |
Studies evince that student–student interaction in discussion settings is beneficial. These positive outcomes can also be effectively recreated in the online environment. We offer a preliminary look at the efficacy of a conditioning intervention: the role of student preceptors in promoting student interaction and elevating discussion quality. Using data from 23 discussion groups in a large (279 students) online course, we measure qualitative indicators of discussion activity under two quasi-experimental conditions: preceptor-as-student and preceptor-as-graduate teaching assistant (GTA). In the control condition, no student preceptor was present. We find that high-quality postings made by a student preceptor indeed trigger higher-quality postings by other students
Graduate students · Intervention (counseling · Mathematics education · Medical education · Pedagogy · Preceptor · Qualitative research · Quality (philosophy · Sociology · Evaluation of Teaching Practices · Innovative Teaching Methodologies in Social Sciences · Medicine · Online and Blended Learning · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |