{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1147"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1147","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"A Comparison of Online and Face-To-Face Discussions in an Elementary Mathematics Methods Course","abstract":"The purpose of this qualitative study was to determine if there is a difference between online and face-to-face discussions in terms of quality of responses. The researcher analyzed discussions among teacher candidates enrolled in a web-enhanced undergraduate elementary mathematics methods course. Data was collected through surveys, audio-recordings of face-to-face discussions and asynchronous discussion board transcripts. Transcripts from online and face-to-face discussions were analyzed for evidence of critical thinking using the practical inquiry model (Garrison, Anderson & Archer, 2001). The researcher found that discussions that utilized the asynchronous discussion board elicited more critical thinking from participants than face-to-face discussions. Also, the data revealed that the discussion prompts used to initiate discussion impacted levels of critical thinking. There was also evidence of fewer off-topic discussions during online interactions. The researcher concluded that additional research is needed to determine the impact of minimum participation expectations on teacher candidates' interactions during discussions. In addition, more research should be conducted to determine the optimal group size to foster critical thinking in both face-to-face and online discussions.","abstract_html":"The purpose of this qualitative study was to determine if there is a difference between online and face-to-face discussions in terms of quality of responses. The researcher analyzed discussions among teacher candidates enrolled in a web-enhanced undergraduate elementary mathematics methods course. Data was collected through surveys, audio-recordings of face-to-face discussions and asynchronous discussion board transcripts. Transcripts from online and face-to-face discussions were analyzed for evidence of critical thinking using the practical inquiry model (Garrison, Anderson & Archer, 2001). The researcher found that discussions that utilized the asynchronous discussion board elicited more critical thinking from participants than face-to-face discussions. Also, the data revealed that the discussion prompts used to initiate discussion impacted levels of critical thinking. There was also evidence of fewer off-topic discussions during online interactions. The researcher concluded that additional research is needed to determine the impact of minimum participation expectations on teacher candidates' interactions during discussions. In addition, more research should be conducted to determine the optimal group size to foster critical thinking in both face-to-face and online discussions.","abstract_has_math":false,"creators":["James, Julie Stephens"],"institution":null,"degree_name":"Ph.D. in Education","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Angela T. Barlow","Kevin Stoltz","Carol Livingston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T03:05:15Z","subjects":["Asynchronous","Critical Thinking","Education","Face-To-Face","Mathematics","Online","Educational Technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/148","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Angela T. 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The researcher analyzed discussions among teacher candidates enrolled in a web-enhanced undergraduate elementary mathematics methods course. Data was collected through surveys, audio-recordings of face-to-face discussions and asynchronous discussion board transcripts. Transcripts from online and face-to-face discussions were analyzed for evidence of critical thinking using the practical inquiry model (Garrison, Anderson & Archer, 2001). The researcher found that discussions that utilized the asynchronous discussion board elicited more critical thinking from participants than face-to-face discussions. Also, the data revealed that the discussion prompts used to initiate discussion impacted levels of critical thinking. There was also evidence of fewer off-topic discussions during online interactions. The researcher concluded that additional research is needed to determine the impact of minimum participation expectations on teacher candidates' interactions during discussions. In addition, more research should be conducted to determine the optimal group size to foster critical thinking in both face-to-face and online discussions."]},{"key":"dc:title","label":"Title","values":["A Comparison of Online and Face-To-Face Discussions in an Elementary Mathematics Methods Course"]}]}],"canonical_facts":{"dc:contributor":["Angela T. Barlow","Kevin Stoltz","Carol Livingston"],"dc:creator":["James, Julie Stephens"],"dc:date.available":["2019-01-01T08:00:00Z"],"dc:description.abstract":["The purpose of this qualitative study was to determine if there is a difference between online and face-to-face discussions in terms of quality of responses. The researcher analyzed discussions among teacher candidates enrolled in a web-enhanced undergraduate elementary mathematics methods course. Data was collected through surveys, audio-recordings of face-to-face discussions and asynchronous discussion board transcripts. Transcripts from online and face-to-face discussions were analyzed for evidence of critical thinking using the practical inquiry model (Garrison, Anderson & Archer, 2001). The researcher found that discussions that utilized the asynchronous discussion board elicited more critical thinking from participants than face-to-face discussions. Also, the data revealed that the discussion prompts used to initiate discussion impacted levels of critical thinking. There was also evidence of fewer off-topic discussions during online interactions. The researcher concluded that additional research is needed to determine the impact of minimum participation expectations on teacher candidates' interactions during discussions. In addition, more research should be conducted to determine the optimal group size to foster critical thinking in both face-to-face and online discussions."],"dc:identifier":["https://egrove.olemiss.edu/etd/148"],"dc:subject":["Asynchronous","Critical Thinking","Education","Face-To-Face","Mathematics","Online","Educational Technology"],"dc:title":["A Comparison of Online and Face-To-Face Discussions in an Elementary Mathematics Methods Course"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D. in Education"]},"updated_at":"2026-07-24T03:05:15Z"}