English, 05.09.2019 21:20, minnie7760

In response to the four discussion questions provided, create a slideshow representing responses and conclusions from the one-on-one discussions, the small group discussions and the instructor-led discussion involving multiple small groups. develop and record the script accompanying your slide show.

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Health, 24.06.2019 08:30, Isrene

Original source material when instructors are creating discussion board activities for online courses, at least two questions must be answered. first, what is the objective of the discussions? different objectives might be to create a "social presence" among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. the second question is, how important is online discussions in comparison to the other activities that students will perform? this question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. if a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions.references: moore, j. l., & marra, r. m. (2005) a comparative analysis of online discussion participation protocols. journal of research on technology in education, 38(2), 191-212.student version; according to moore and marra's (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. as they stated, when instructors create online discussion board activities, they must answer at least two questions. these questions are: "what is the objective of the discussions? " and "how important are online discussions in comparison to the other activities that students will perform? " according to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (moore & marra, 2005).references: moore, j. l., & marra, r. m. (2005) a comparative analysis of online discussion participation protocols. journal of research on technology in education, 38(2), 191-212.is it word for word plagiarismparaphrasing plagiarism not plagiarism

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English, 09.09.2019 18:30, johnsnow69

Original source material student version when instructors are creating discussion board activities for online courses, at least two questions must be answered. first, what is the objective of the discussions? different objectives might be to create a "social presence" among students so that they do not feel isolated, to ask questions regarding assignments or topics, or to determine if students understand a topic by having them analyze and evaluate contextual situations. based on the response to this question, different rules might be implemented to focus on the quality of the interaction more so than the quantity. the second question is, how important is online discussions in comparison to the other activities that students will perform? this question alludes to the amount of participation that instructors expect from students in online discussions along with the other required activities for the course. if a small percentage of student effort is designated for class participation, our results show that it can affect the quality and quantity of interactions. references: moore, j. l., & marra, r. m. (2005) a comparative analysis of online discussion participation protocols. journal of research on technology in education, 38(2), 191-212. according to moore and marra's (2005) case study, which observed two online courses, students in the first course implemented a constructive argumentation approach while students in second course had less structure for their postings. as they stated, when instructors create online discussion board activities, they must answer at least two questions. these questions are: "what is the objective of the discussions? " and "how important are online discussions in comparison to the other activities that students will perform? " according to their findings, the discussion activities that were designed based on the answers to these questions can influence the quality and quantity of interactions (moore & marra, 2005). references: moore, j. l., & marra, r. m. (2005) a comparative analysis of online discussion participation protocols. journal of research on technology in education, 38(2), 191-212. which of the following is true for the student version above? word-for-word plagiarism paraphrasing plagiarism this is not plagiarism

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English, 15.10.2019 03:00, xojade

Which activity is not a strong discussion technique? a. rehearsing discussion responses b. asking clarifying questions c. assessing the claims of discussion partners d. supporting conclusions with evidence

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English, 18.11.2019 07:31, fsdfsf

401 discussion: themenow, you will participate in a discussion about themes in "the glas of mikeexamine part of tyler's postone theme in this story is that the simple things in life are most important. theboy is most content after being fed and being able to drift off to sleep lookingat the night sky and the sea. he has nothing, vet everything at the samecreate one original post that• explains what conclusions you can draw about the theme: what might theauthor be saying about accepting ? • uses evidence from the story to support your analysiscreate two response posts that• respond respectfully and meaningfully to the original post of a classmatecompare and contrast your statement of theme with your peer's- compare and contrast the evidence you provided to support your theme withthat which your peer provided.use the discussion rubric to understand how you will be graded

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