12 Additional Resources

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author. Retrieved from http://www.cast.org/our-work/about-udl.html#.XxhoZZ5KiUk

Dunlap, J. C. (2009). Down-and-dirty guidelines for effective discussions in online courses. The CU Online Handbook, 93. Retrieved from https://home.fau.edu/musgrove/web/CU_Online_Handbook_2009.pdf#page=98

Hew, K. F., Cheung, W. S., & Ng, C. S. L. (2010). Student contribution in asynchronous online discussion: A review of the research and empirical exploration. Instructional Science, 38(6), 571-606. Retrieved from https://link.springer.com/article/10.1007/s11251-008-9087-0

Huang, C. Q., Han, Z. M., Li, M. X., Jong, M. S. Y., & Tsai, C. C. (2019). Investigating students’ interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589. https://doi.org/10.1016/j.compedu.2019.05.015

Standards from the Quality Matters Higher Education Rubric, 6th Edition. Quality Matters. Retrieved from https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf

Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309-328. Retrieved from https://files.eric.ed.gov/fulltext/EJ768879.pdf

Wise, A. F., Perera, N., Hsiao, Y. T., Speer, J., & Marbouti, F. (2012). Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. The Internet and Higher Education, 15(2), 108-117. Retrieved from https://www.sciencedirect.com/science/article/pii/S1096751611000911

Wise, A. F., Speer, J., Marbouti, F., & Hsiao, Y. T. (2013). Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors. Instructional Science, 41(2), 323-343. Retrieved from https://link.springer.com/article/10.1007/s11251-012-9230-9

Zhu, E. Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science 34, 451 (2006). https://doi.org/10.1007/s11251-006-0004-0